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COPYRIGHT DEPOSIT. 



PLAN OF WORK 



FOR 



THE PROGRESSIVE 
ROAD TO READING 



BY 



GEORGINE BURCHILL 

Teacher, New York City 

WILLIAM L. ETTINGER 

Associate City Superintendent, New York City 



EDGAR DUBS SHIMER 

District Superintendent, New York City 




silver, burdett and company 

BOSTON NEW YORK CHICAGO 



LBI573 

.B«4 



Copyright, 1909, 1910, 1913, by 
SILVER, BURDETT AND COMPANY 



©CI.A358410 



CONTENTS 



PAGE 

Introduction iii 

CHAPTER 

I. How to Teach the Basal Stories 2 

II. Phonetic Development and Drill 20 

in. Written Language — Words 84 

IV. Written Language — Sentences 100 

V. Seat Work 108 



in 



INTRODUCTION 

It is of the highest moment to every teacher of reading 
to know that her method is in accordance with the standards 
of control authoritatively established. 

The only criterion acceptable to-day for the soundness 
of any method of teaching reading to a beginner is this : 
Does the method proceed from wholes to parts and back 
again to clearer wholes? Does it advance from a unit of 
thought^ a sentence, to the words as words without loss of 
the relationship among the words, so that a flow of associa- 
tion is maintained among the words as parts of the original 
re-created whole from which they have been disentangled, 
or as parts of a different whole created anew out of the same 
parts set in other relations? It is this relation idea that 
makes for. true reading, as opposed to mere word calling 
with little or no consciousness of a higher unity. Does the 
method from the start train in power to grasp not a word 
but a related set of words, a sentence, an entire situation ? 
Does the method at any cost of time or energy ingrain this 
sentence habit first, and then proceed, and not till then, 
to treat a word as a whole, analyze out of it the constituent 
parts, and synthesize these back again into the original word 
or new words, which under this treatment start surprising 



vi INTRODUCTION 

thought ejaculations, oral utterances of connected thought 
with the new word only as the core ? 

In the Progressive Road to Reading method the stimulus 
is vital interest in a story. 

In the beginning only the ear and the tongue are involved. 
Sound leads to thought, and thought to speech. " Tell me 
a story ! " is the dominant expression. This creates a 
golden opportunity for pure phonics, — clear enunciation, 
clear articulation, and full, rich, deep tones of voice. The 
children will pay the price, if the teacher insists. Correct 
habits of speech will follow. 

In the second place the visual relations between the 
thought and the printed, or the written, sentence are es- 
tablished, so that the pupil may get the thought as promptly 
from a sentence seen as from one heard. 

Now the pupil is ready for the establishment of the visual 
relations between the separate ideas of a sentence and the 
separate words printed, or written, to represent the ideas. 

By a still further analysis the pupil is led to discover the 
auditory relations between the separable sounds, or phonic 
elements, of a spoken word, and the visual relations between 
the letters, or phonetic elements, used to represent these 
sounds to the eye. 

Accompanying this phonetic analysis there is a carefully 
planned method of visualization which develops manual 
expression, and leads at an early stage to spelling, dictation, 
written reproduction and composition. 

Indeed, the teaching of reading may, as a class-room 
discipline, become the radiating and illuminating center of 



INTRODUCTION vii 

the entire circle of sensory-motor activities that should con- 
stitute the curriculum for first-year children. No Indian 
was ever more interested in a " talking leaf " than these 
little ones just out of the kindergarten are in the written 
expression of thought. 

The tactful teacher will be able to set all other subjects 
of instruction into wholesome reaction with reading. This 
may be done whether the class be taught as a unit, or as 
is recommended in groups. In either case independent 
seat work is not only desirable but necessary for best re- 
sults. 

There is no doubt on the part of the authors that young 
and inexperienced teachers will be able to understand the 
method set forth in this Plan of Work. Nevertheless, the 
following discursive treatment is offered to them as though 
we sat in a grade conference. 

We shall assume that you have, with pencil in hand, care- 
fully analyzed the Plan of Work, and in so doing have found 
apparent or real contradictions, or at least difficulties not 
there fully explained. In such case follow your own judg- 
ment and you may be sure of approval so long as it does 
not violate fundamental principles. 

In the first place, do not place the book in the hands of 
the pupils too early. Let the preliminary oral and black- 
board lessons have ample time. 

In the next place if you trust your own intuitions you 
will soon discover how to group your pupils into the rapid, 
the medium, and the slow. If you can then engage the 
groups not reciting with enjoyable and profitable seat work, 



viii INTRODUCTION 

you will find the class as a whole making more rapid progress 
in learning to read than if you undertake to teach it as a 
unit. You can give much more individual attention to the 
pupils of a small group, and it is this that counts. 

In telling the first basal story, it may be best to follow 
the plan and tell the whole story, but some teacher may 
feel more like giving it in parts, so she tells only as much 
as she intends to use on the blackboard, has that orally 
repeated or paraphrased, and thus keeps up interest as is 
done with a serial story in a magazine. " The hen found 
a bag of flour " is a complete story. After it can be told 
orally, she writes it slowly in sight and reads aloud as she 
writes. Then she points and the pupils identify the words. 
Next she asks that they point at the words which she calls, 
e.g. flour, found, etc. This is an advance. Then she writes 
a word just below the word in the sentence and asks that 
by pure sight comparison they recall the sound. After this 
she writes elsewhere and gets identification. Then she goes 
to a blackboard at the side or the other end of the room and 
writes words for identification. Now she can note that 
those who turn to look at the sentence written on the front 
board do not have a memory image of the sentence and may 
be sorted in the lower group, whereas those who do not turn 
may be presumed, especially if their answers are correct, 
to have an abiding and vivid image of the sentence taught 
as a sentence. 

The prime law in teaching separate words is that they 
shall not be taught as bare words merely. Never lose sight 
of sentence unity and the relation among words. This latter 



INTRODUCTION ix 

is far more than the mere words give sign of. It is a con- 
tribution from the mind of the child, and evidences not 
mere memory and mechanical power over phonetic symbols, 
but a relating power, the art of thinking. 

Now rearrangement may begin. Rereading the same 
sentence from the blackboard to get greater facility and 
perfection is not nearly so effective as rewriting the sentence 
for rereading, just as if what once had been attempted from 
the board had disappeared and could no longer be seen. 
This prevents all possible local association with the top, 
the bottom or the side of the board, or some smutch or knot- 
hole. This is true also of words. Keep on filling the board, 
even if it be with the repeated writing of only half a dozen 
words. Never try to run the mill with water that has 
gone by. 

Each group must be allowed to advance as far and as 
fast as it can. Promotion from lower to higher groups during 
the term must be allowed. Often the lowest group dis- 
appears altogether, especially when they have a maximum 
of silent work just a little beyond their ordinary power. 
Here lies the secret of the gradation in Progressive Road 
to Reading. 

Take Book One and number the first thirteen stories 
sequently from page 5 to page 55. This portion is the true 
primer. The rest is the ordinary first reader, easily read 
in two or three weeks by any class that has honestly fol- 
lowed the Plan of Work on the first portion for 15 weeks, 
the first six or eight weeks, however, without the book in 
the hands of the pupils. 



X INTRODUCTION 

Now mark off the basal stories with their supplemental, 
as follows : 

1. Basal. The Hen and the Bag of Flour. 

2. Sup. Little Red Hen. 

3. Sup. The Rat, the Hen, the Pig, and the Duck. 

4. Basal. The Sun is Shining. 

% 5. Sup. The Lark, the Fox, the Cat, and the Snake. 

6. Sup. The Rat and the King. 

7. Sup. The Hen and the Lark. 

8. Basal. The Sky is Falling. 

9. Sup. The Brown Hen. 

10. Sup. Gray Cat and Black Cat. 

11. Basal. The Hungry Fox. 

12. Sup. Gray Fox. 

13. Sup. The House that Jack Built. 

Here you have the scheme in outline. For commercial 
reasons, the stories have had to be printed in one book, and 
cannot be doled out at pleasure. 

Let the teacher advance slowly at the blackboard with 
the First Basal, and as soon as book work is possible let her 
use the supplementary stories for seat work even if there 
are new words in them, put there purposely and advisedly. 
She will find the oral rendition much more natural, fluent 
and expressive after silent preparation in the seat. 

Clear enunciation and articulation must be insisted on, 
even to the point of dra-mat-ic ex-ag-ger-a-tion. Let the 
d be plainly heard in and. At the end of the second basal 
story begin phonetics. Suppose we take the present order 
in the Plan of Work. Write make. Cover ake and see 



INTRODUCTION xi 

m but say make. Say the whole word even if you see only 
a part. Soon the ear will perceive the sound that is attached 
to the particular part. The sound with such practice will 
never be distorted, as is so often the case when unequal powers 
of articulation are called upon to do nicely what requires 
long training and practice. A skilled waltzer may go slow 
and exhibit without fault each slightest posture and move- 
ment. So an elocutionist may slow up. 

Don't forbid the pupil, but don't encourage him to say 
the sound of m separately. 

Now cover m in make and let him say make while he sees 
only ake. 

Patience will produce its perfect work. Soon the pupils 
will look at the following as you write 

m ake 

and yet say make so that a listener will not know of the 
separation on the blackboard unless he looks. If he listens 
only, he cannot tell. 

Now develop will in the same way. With these two words 
on the board, thus 

make 
will 

I venture to say that you can cover up ake and w, and get 
like a flash mill. So you can cover m and ill and get 
wake. 

This is the process. Analyze sight words learned thus 
far as wholes in sentences first learned as wholes. Use the 



xii INTRODUCTION 

sight words (in any order you please) found as parts of 
larger sentence wholes, and used as parts in building up new 
sentence wholes. .Tear these to pieces and find smaller 
parts, wholes in themselves, with which to rebuild the origi- 
nal word and so get a firmer grasp on it, and also to build 
new word wholes. 

Study by slow, progressive, agglutinative synthesis, but 
have swift perceptive grasp of parts for drill with slightest 
possible stimulus. Thus you will secure power and speed. 
When phonetic power begins to show itself, the joy and glow 
of success will inspire the pupil to attack anything. 

Of course before that we rest entirely on thought, related 
thought, and therefore in the beginning of phonetic instruc- 
tion use only such words as the child can understand and 
will be likely to use. After he has largely mastered the 
symbols, it matters little whether he attacks high school, 
college, or university words. You can't stop him. 

To recapitulate. — First catch the child's interest in a 
story and gradually tell the story with your crayon. Spend 
a week if need be on one sentence, but make every pupil 
master it absolutely by rearrangement, as Ole Bull played 
a tune on one string. Then add ta your first sentence a 
second and treat likewise. Now you have more chance 
to enlarge in your rearrangement, by combining the two. 
Your word stock is greater. 

By this time every child will be able to repeat from mem- 
ory, letter perfect, the two sentences. The memory work 
will easily keep pace with your advances in the story. 

If the children do not speak English at home, you will 



INTRODUCTION xiii 

find this continued, accretive style of giving them the story- 
better than telling the entire story at once. It sustains 
interest. The teacher says, " Let's see. Where were we 
in the story when we left off? John, you tell it as far as 
we have heard it." 

Then the teacher adds a new bit. 

During the progress of this work, much can be done in 
conversation to familiarize pupils with the words of the 
story by the teacher's use of these words in ordinary con- 
versation. Much can also be done in manual training by 
making bags, or even by grinding corn, wheat, etc., between 
stones, or in a coffee mill, into meal or flour. 

Does such work help reading ? It does, indeed ! It lays 
memory traces of things and actions, ideas, for which the 
reading is to furnish the sight words to match the words 
already known by sound. 

Begin with a sentence, sustain glowing interest, go to 
words and back again to the same sentence, then to similar 
sentences from the same words. Proceed until you can get 
quite different sentences as to meaning and tone out of your 
word stock. By this time, through clear articulation in- 
sisted upon all the time from the beginning ', you will have laid 
a good basis for analyzing mere words into phonetic parts. 

In accomplishing this, repeat the general process. As 
soon as you have the parts, at once rebuild the words taken 
apart. Do this until the pupil sees, often all by himself, 
that a part of one word will join with part of another to 
make still another word which he knows, but now sees for 
the first time. What a gurgle of joy attends this discovery ! 



xiv INTRODUCTION 

May we not say invention ? He has created this word, and 
like every creator, as he looks upon his work, he thinks his 
creation good. 

Proceed from wholes to parts and back again from the 
parts to the original wholes until later you can go from 
these parts to new wholes. This taking apart and putting 
together finally gives swift recognition of the parts in any 
relation, and automatic power over them. So the child by 
mastery of the phonetic symbol comes into possession of 
his real inheritance. He has the key to unlock the treas- 
ures of literature awaiting appropriation. 



PLAN OF WORK FOR THE PROGRESSIVE 
ROAD TO READING 



PLAN OF WORK 

CHAPTER I 

OUTLINE 

ORDER OF DEVELOPMENT 

I. Oral Work: Development of Content. 

(a) Telling of the story by the teacher. 

(b) Conversation on the subject-matter of the story. 

(c) Oral reproduction of the story by the pupil. 

II. Blackboard Work : Establishing of Relations. 

(a) Presentation and formal reading of the first sentence as 

a whole. 
(&) Recognition of words by position in the sentence. 

(c) Recognition of words by comparison. 

(d) Independent recognition of words. 

(e) Drill in rearrangement of words. 

III. Book Work : Reading of the Story as a Whole. 

(a) First Basal Story. 

(b) Second Basal Story. 

(c) Third Basal Story. 

(d) Fourth Basal Story. 

(e) Suggested time distribution of Stories. 

IV. Class Grouping . 
V. Review Work. 



CHAPTER I 

HOW TO TEACH THE BASAL STORIES 
FIRST STEP 

I. Oral Work : Development of Content. 

(a) Telling of the story. — Before the actual work of read- 
ing the first story is begun, each child must know the story, 
and must be able to give his own version of it. The teacher 
must tell the story to the children, and she must tell it so 
simply, dramatically, and vividly that it will take instant 
hold on the child imagination. Then she should ask the 
children to tell her the story. 

(6) Conversation. — During the time of oral work, which 
will perhaps take a week or ten days, the conversation, the 
nature work, and the literature should include stories of 
the hen, the duck, the goose, and the turkey, and talks on 
flour and bread making. These lessons should be made 
as practical as possible, so that the children will have a vivid 
interest in the objects about which they are to read. 

(c) Oral reproduction. — The work in oral reproduction 
must go hand in hand with the work in reading. It must 
by no means be neglected, especially in classes composed 
of children of foreign parentage. In these classes the power 
to read will very quickly outstrip the power to tell what has 

3 



4 PROGRESSIVE ROAD TO READING 

been read. Therefore have abundant oral work based on 
stories of your own selection. 

Do not require the children to repeat a story with many 
incidents and characters, and with frequent changes of the 
point of view. Select stories with but one incident and not 
more than two characters. Rewrite the story , cutting out 
all description and all sentences containing difficult idio- 
matic phrases. 

It is to be remembered that before a child can express 
what he has heard, he must have command of the neces- 
sary words. Some children at the age of six have a vocabu- 
lary which enables them to reproduce in their own way any 
simple story ; others at the same age seem to have almost 
no vocabulary. These children will not be able to reproduce 
at all ; they will have to acquire a vocabulary, before any 
reproduction is required. The reading will teach new 
words, and the daily story-telling will give facility in using 
them. 

Let the children dramatize the stories. 

SECOND STEP 

II. Blackboard Work : Establishing Relations. 

(a) Reading of the first sentence. — The teacher reminds 
the children of the first event in the story : " The Hen 
found a bag of flour. " She prints it on the blackboard. 
As the children know what has been written, they will be 
able to read it as a whole. Have several children read it. 

(b) Recognition by position. — Some child will be able to 



HOW TO TEACH THE BASAL STORIES 5 

point to " hen," " found/' " bag." Underline these words, 
and have the children point to them several times. In 
teaching the third group (see suggestions on Class Grouping, 
page 12), it will be necessary to have each child go through 
the process of finding the words and pointing to them. If 
three words are too many for the children to grasp, take two. 

(c) Recognition by comparison. — With the sentence still 
on the blackboard, again print the underlined words, plac- 
ing them directly beneath the same words in the sentence, 
and let the children name them by comparison with the 
words in the sentence. Then reprint these words over and 
over again on different parts of the blackboard until the 
children have ceased to refer to the sentence. This step 
is a very important part of the method ; the teacher must 
not ask the children to recognize words independently until 
she is certain that recognition by direct comparison has 
been thoroughly accomplished. The third group will need 
more time for this step than for any other in the series. 

(d) Independent recognition. — When the teacher is rea- 
sonably sure that the children know the words without refer- 
ence to their position, she should erase the sentence. The 
words to be taught should now be printed in column. This 
time the children should be required to recognize them 
instantly. Teach the remaining words of the sentence in 
the same way. 

(e) Drill in rearrangement. — When all the words in a 
sentence have been learned, they should be rearranged, if 
possible, and the children required to read the rearranged 
sentence. Then they should be combined in new rearrange- 



6 PROGRESSIVE ROAD TO READING 

ments with ,the words learned from previous sentences. 
The following drill deals with the first story. The first 
line in each set is the original sentence. 

The Hen found a bag of flour. 
The Hen found a bag. 
The Hen found flour. 

She tried to carry it home herself. 
She herself tried to carry it home. 
The Hen tried to carry the bag of flour home. 

Then she went to. the Duck. 
She went to the Duck herself. 
The Hen herself went to the Duck. 

Please, Duck, help me to carry my bag of flour. 
Help me, please, Duck, to carry my bag of flour. 
Duck, help me, please, to carry my bag of flour. 
Help me to carry the bag of flour, please, Duck. 
Please help me, Duck. 

But the Duck said, "No." 
"No," said the Duck. 
The Duck herself said, "No." 
Said the Duck, "No." 
The Duck said, "No." 

So the Hen had to carry it home herself. 

The Hen herself had to carry it home. 

So she herself had to carry it. 

The Hen had to carry the bag of flour home. 

She had to carry the flour home herself. 



HOW TO TEACH THE BASAL STORIES 7 

The Hen tried to make the bread herself. 
She tried to make the bread. 
She herself tried to make it. 
The Hen tried to make bread. 

But the Hen said, "I will not give you any." 
"I will not give you any/' said the Hen. 
"I will not give you bread/' said the Hen. 
Said the Hen, "I will not give it to you." 
"I will not give you any bread," said the Hen. 
Said she, "I will not give you any." 

I will eat it myself. 
I myself will eat it. 

This drill should by no means be omitted or slighted, as it 
is the principal means of guarding against rote work, which, 
if allowed to creep in, will destroy real progress. 

The teacher must not attempt the drill in rearrangement 
of words until the individual words are firmly fixed in the 
child's mind. If the little steps are hurried over, and the 
words but half known, the reading of sentences will be halt- 
ing. 

Sometimes a child does not get the thought in the sentence. 
This will be shown by his inability to repeat the sentence 
without looking at the board, or by a slow and uncertain 
repetition of the sentence, showing that he remembers 
merely a collection of words, and not the thought contained 



8 PROGRESSIVE ROAD TO READING 

in them. The best guard against this meaningless read- 
ing is a firm drill in independent recognition of individual 
words. 

Drill at least two days on the words of a new sentence, 
before attempting to rearrange the words. An experienced 
teacher may allow herself a little liberty in this direction, 
but not the beginner. 

For the third group the teacher should test the results 
of the drill in the rearrangement of words by the following 
method : 

The teacher prints on the blackboard the following sen- 
tence, " She tried to carry the bag/' and then asks the class 
to read silently. As each child finishes he leaves his place 
and whispers the sentence to the teacher. He then passes 
to the other side of the room. This silent drill insures in- 
dividual work and enables the teacher to detect weak spots. 
The necessity of requiring all the work from each individual 
in the group cannot be too strongly impressed upon the 
teacher. 

The blackboard work must be tidy; that is, the words 
must be printed neatly, and the printing must be carefully 
done. An untidy blackboard results in visual confusion ; 
and visual confusion in a child of six means mental confu- 
sion. In a very short time the teacher will acquire facility 
in printing rapidly and neatly. 

Print the words or sentences one by one. Have each 
child read the word or sentence silently and raise his hand 
when he has finished. Do not begin at the end of the group 
and have the children recite in turn. One thing to be re- 



HOW TO TEACH THE BASAL STORIES 9 

membered in this kind of work is, not to let the children 
tire ; have two short periods, rather than one long one. 



THIRD STEP 
III. Book Work : Reading of the Story as a Whole/ 

(a) First Basal Story 

When the children have gone over the entire story, 
sentence by sentence, in the manner indicated in the fore- 
going two steps, the book should be placed in their hands 
so that they may read the story as a whole Have them 
read a certain portion silently, and when they have finished, 
let them stand. Observe proper grouping, and help the slow 
ones. 

In oral reading let each child read only a single sentence 
at first. Toward the end of the first half year he may be 
trusted to read a short paragraph ; in the second half year 
several paragraphs, long or short. In the third half year 
the first and second groups will be able to read a page. 

For the supplementary stories no blackboard preparation 
should be given to the first and second groups other than a 
drill on the new sight words. A full blackboard drill may 
be necessary for the third group. 

The first basal story, Bk. 1, p. 5, "The Hen and the 
Bag of Flour/' is followed by two supplementary sto- 
ries. The second basal story, Bk. 1, p. 20, " The Sun is 
Shining, " is followed by three supplementary stories. 
The third basal story, Bk. 1, p. 32, " The Sky is Fall- 



10 PROGRESSIVE ROAD TO READING 

ing," has two supplementary stories, one of which is al- 
most purely phonetic. The fourth basal story, Bk. 1, p. 43, 
" The Hungry Fox," has two supplementary stories, one 
of which is phonetic. 

To the more advanced pupils, these supplementary stories 
serve the double purpose of furnishing abundant material 
for independent study, and of giving to the less advanced 
ones a necessary review without deadening repetition. They 
are not intended so much for oral reading as for silent work. 
In fact, they are primarily intended for groups not engaged 
in blackboard work on the basal story. This silent work 
prevents the interpolation of any obstructive association 
between the sight word and the thought. This is the direct 
road to power. The child learns to determine the mean- 
ing of new words from the context, although they have not 
been presented on the blackboard. 

(b) Second Basal Story 

The second basal story, " The Sun is Shining/' p. 20, 
should be treated like the first. There should be the 
preliminary oral work, and the steps indicated should be 
carefully followed. Toward the end -of the story, work in 
phonetics should be taken up. (See Chapter II.) 

(c) Third Basal Story 

The children should not be required to memorize the 
third basal story, " The Sky is Falling," p. 32, be- 
cause the sight words and the phonetics already in their 
possession give a key to unlock the story with very little 



HOW TO TEACH THE BASAL STORIES 11 

blackboard or oral development. This story is first pre- 
sented on the blackboard. 

The teacher may take the first group over the steps a 
little more rapidly than in the first and the second basal 
stories ; but she must not in any case omit the preliminary 
blackboard work. 

Diacritical marks are used in this story for the first time. 
The only reason for their appearance in the book is that 
the child may have a phonetic prop while silently preparing 
his lesson. As the child progresses, their use is gradually 
discontinued. 1 

(d) Fourth Basal Story 

Reading from the Blackboard Dropped 

When the fourth basal story, " The Hungry Fox," 
p. 43, has been reached, the teacher will place on the black- 
board, for drill purposes, all the phonograms as well as the 
single and double consonant sounds used in the story. This 
work is aside from the regular phonetic drill of the day. 
All new words, whether phonetic or unphonetic, should be 
read from the blackboard, the teacher striving for as much 
individual work as possible. This is a critical stage of the 
work, and silent drill (see p. 8), is suggested. 

From this time on, this is the only preparatory black- 
board drill needed for any reading. When the teacher is 
reasonably sure that all the new words have been mastered, 
the story may be read from the book. 

1 The book without diacritical marks will be furnished by the pub- 
lishers if so desired. 



12 PROGRESSIVE ROAD TO READING 

The four basal stories with the nine supplementary stories, 
covering fifty-one pages, require fully fifteen weeks for 
completion. During this time strict attention must be given 
to sound-work. The phonetic development is more important 
than the mere ability to cultivate a stock of sight words. 

The power attained during the fifteen weeks enables the 
ordinary child to read the nine remaining stories, covering 
seventy-three pages, in the last five weeks of the term. 
Children of the. first group will demand additional reading 
matter. 

(e) Suggested Time Distribution of Stories 

First week Oral work. 

Second, third, fourth, fifth, and 

sixth weeks First set of stories, pp. 5-19. 

Seventh, eighth, and ninth 

weeks Second set of stories, pp. 20-31. 

Tenth, eleventh, and twelfth 

weeks ......... Third set of stories, pp. 32-42. 

Thirteenth, fourteenth, and 

fifteenth weeks .... Fourth set of stories, pp. 43-55. 

IV. Class Grouping. 

After several sentences have been read by the pupils 
the class may be grouped. 
First Group: those who when the sentence is printed on 

the blackboard, recognize the words without effort. 
Second Group: those who need to be taught, whose minds 

follow the steps easily but never skip over any. 



HOW TO TEACH THE BASAL STORIES 13 

Third Group: those who must be taught the same thing 
two or three times before grasping it. This group will 
include those who find difficulty in recognizing words 
without reference to their position in the sentence. 

Foreign children will take a long time to get the thought, 
and there may be some children who will not recognize the 
words in their new relations. These children should be 
helped, and a drill should be given, then and there, with the 
entire group on all the words that have been forgotten. 

The grouping done at this stage of the work must neces- 
sarily be tentative, and for some weeks children will shift from 
group to group ; but the work of the first year progresses so 
much more rapidly if done in groups that it is well to begin 
grouping as soon as possible. The rating should be low. If the 
rating is high, the teacher is constantly pulling some one up 
to the level. Good grouping does away with this trouble. 

At this stage, it is far better to place the nervous and the 
slow children in the third group, where they will have time 
to accustom themselves to strange surroundings, and where 
they will develop naturally, than to place them in the second 
group, and drag them up to the level of the others. 

Let the slow pupils trace the difficult word on the black- 
board with colored crayon. This enlarges the multiple sense 
appeal. 

Whenever difficulty arises with a sight word : 

1. Give orally a sentence containing the word, making 
sure that the pupil hears it plainly and catches the mean- 
ing. This furnishes the proper auditory appeal. 



14 PROGRESSIVE ROAD TO READING 

2. Have the pupil repeat the sentence or make a new 
one. This will add articulatory traces. 

3. Now put this sentence on the blackboard, pronouncing 
each word clearly as you proceed. Then have the pupil 

a. read the sentence aloud. 

b. pronounce separate words as you point them out. 

c. pronounce after you any one of the words and point it out. 

This exercise will add retinal traces. 

4. Now select the word and produce it slowly on the 
blackboard in large, clear form. Be sure to have the pupil 
follow with his eye. 

a. Let him hear the word in a sentence again. 

b. Let him utter the word in a sentence again. 

c. Let him hear the word alone. 

d. Let him utter the word alone. 

e. Let him look away and tell you whether he can now see in his 
mind how it looks. Then have him look back and verify. 

/. Have him look away again while you rub out a letter, and 
then have him turn and tell you whether it looks right. 

This will complete the eye traces by adding in the oculo- 
motor. 

5. Finally have him enlarge these oculo-motors by trac- 
ing the word on the blackboard in one or more colors. 

This will add the tactile and manual traces. 

Let the teacher, however, bear well in mind that the 
reality image must be kept vivid. 

When power over sight words has been gained, the foun- 
dation of phonics has been laid, and the treatment of pho- 
netics may be begun. 



HOW TO TEACH THE BASAL STORIES 



15 



V. Review Work. 

Before the phonetic key is begun, all words must be learned 
as sight words ; and that the child may recognize them in- 
stantly they must be frequently and thoroughly reviewed. 
But from the beginning it is well to keep separate the un- 
phonetic words, and to review them daily 

The teacher will find that she can facilitate this review 
work by using " perception cards. " These she can easily 
and rapidly make with stiff white cardboard and some good 
black ink. They impress the words readily on the child's 
mind, and save the teacher's time. 1 

The following list of sight words, some of which, though 
phonetic, seem to present difficulties to children, is sugges- 
tive and may be extended at the discretion of the teacher. 
This list should be made up as the words occur in the read- 
ing lessons, and used on the perception cards : 



tried 


who 


his 


saw 


this 


eye 


to 


here 


once 


have 


your 


been 


but 


some 


there 


very 


yours 


whose 


was 


do 


one 


were 


ever 


whom 


give 


would 


her 


now 


every 


does 


you 


where 


come 


done 


their 


love 


any 


only 


want 


through 


should 


though 



The teacher should not drill on sight words that in a few 
weeks will be included in the phonetic key. The words 
in italics in the following vocabularies, being more or less 
unphonetic and irregular, require special drill. 

1 Printed perception cards may be purchased from the publishers. 



16 PROGRESSIVE ROAD TO READING 

DIFFERENT SIGHT WORDS IN THE ORDER IN WHICH 

THEY ARE USED IN BASAL AND SUPPLEMENTARY 
STORIES 

1. The Hen and the Bag of Flour (1. Basal) 

The home But made 

Hen herself said eat 

found Then No Oh 

a she Turkey yes 

bag went Goose I 

of the So will 

flour Duck had not 

She Please make give 

tried help bread you 

to me When any 

carry my was myself 
it 

2. Little Red Hen (supplementary) 

Little Who Not bake 

Red asked And baked 

3. The Rat, the Hen, the Pig, and the Duck (Supplementary) 
Have plant do mill Will 

are them grew carried You 

some Pig up came would 

grains these tall from so 

wheat Rat cut Yes 

4. The Sun is Shining (2. Basal) 

sun till stay King's 

is met only house 



HOW TO TEACH THE BASAL STORIES 



17 



shining 
Lark 

% 

away 

King 

and 

sing 

him 

song 

he 

flew 



Brown 

Fox 

Where 

giving 

am 

Stay 

with 

show 

pretty 

fur 

no 



In 

woods 

Gray 

Pussy 

apple 

road 

Black 

Snake 

rings 

over 

fields 



Into 

room 

sang 

his 

sweet 

thanked 

gave 

feathers 

for 

nest 



5. The Lark, the Fox, the Cat and the Snake (Supplementary) 



Once 

upon 

time 

there 

He 

lived 



in 

field 

about 

sunshine 

all 

day 



One 

Good 

morning 

to-day 

Don't 

go 



6. The Rat and the King (Supplementary) 
fat anything run 

black something called 



kitchen 



steal 



Cat 
There 



apples 
talk 
By 
by 

at 

window 



Go 
ran 
afraid 



7. The Hen and the Lark (Supplementary) 
play too 

garden Sing 

shines Cluck 

It Quack 

always Do 



cannot 
Only 
can 
Thank 



18 



PROGRESSIVE ROAD TO READING 



8. The Sky is Falling (3. Basal) 

A sky 

playing falling 

when tell 

bean walked 

fell Come 

on along 



9. 



her 


they 


head 


We 


The Brown Hen 


(Supplementary) 


wee 


peas 


brown 


liked 


near 


eating 


beans 


How 


and 


know 



want 

us 

saw 

O 

each 

one 

gold 



that 
indeed 
shook 
Nothing 



10. Gray Cat and Black Cat (Supplementary) 

have may stole 

nothing basket sat 

supper Very chair 

store well floor 

buy On r cried 

meat way 



11. The Hungry Fox (4. Basal) 

hungry Pigeon Now 

walk Mouse What 

find gone done 

breakfast long scratch 



through 
keyhole 
ask 



man 



HOW TO TEACH THE BASAL STORIES 



19 



old 


Fox's 




ate 


gun 


For 


see 




sit 


little 


again 


were 




roof 


killed 


take 


shut 




never 


brought 


back 


door 




work 


kill " 


. Gray Fox (Supplementary) 






himself 




used 




mice 


wood 




hens 




put 


woke 




but 




This 


out 




don't 




Ha 


if 




more 




ha 


could 




started 


laughed 


other 




across 




waved 


side 




hid 




tail 


be 




grass 


m 





13. The House that Jack Built (Supplementary) 

Jack rat cow 

built cat crooked 

cheese dog horn 

lay teased tossed 



CHAPTER II 

PHONETICS — OUTLINE 

I. Teaching the Blend. 

(a) Presentation of the word as a whole ; as make. 

(b) Analysis of the word into its phonic (sound) and 
phonetic (sight) elements ; as m and ake. 

(c) Blending the elements to form the word. 

(d) Building new words by changing the initial consonant. 

II. Teaching Vowel Sounds. 

(a) Discovering vowel sounds. 

(b) Crossing off letters. 

(c) Diacritical marks. 

III. Development of Phonetic Rapidity. 

(a) Meaning and practice. 

(b) Notes on drills to secure rapidity. 

1. Perception card drill. 

2. Drill to fix consonants. 

3. Drill to fix long vowels. 

4. Drill to fix short vowels. 

5. Drill on miscellaneous words. 

IV. Suggested Phonetic Drill for the Grades . 

(a) First year, first half. 

(b) First year, second half. 

(c) Second year, first half. 

(d) Second year, second half. 

20 



CHAPTER II 

PHONETIC DEVELOPMENT AND DRILL 
I. Teaching the Blend . 

The phonetic work begins with the second basal story, 
" The Sun is Shining." Make is a good word with which 
to commence, because it forms part of the child's vocabulary, 
and because it is readily visualized and easily pronounced. 

In teaching the blend there are four steps : 

(a) Presentation of the word. — Print the word on the 
blackboard. Do not underline or distinguish the phonogram 
or the initial consonant in any way. 

(b) Analysis. — Pronounce the word slowly. While 
sounding m, cover the phonogram ake ; while pronouncing 
the phonogram ake, cover the consonant m. 

(c) Blending the elements. — Be sure that the children not 
only perceive that the word is made up of two parts, m and 
ake, but that they understand how these parts are blended. 

(d) Building new words. — Then take up in the same way 
the words bake, cake, take, rake, lake, wake, sake. Let this 
stage of the work take as much time as the children require. 
A comprehension of the blend is the principal thing. 

From the beginning insist that the child pronounce the 
entire word at once. Never allow him in attacking a word 
to voice separate phonetic symbols, but always have him 

21 



22 PROGRESSIVE ROAD TO READING 

sound them in the full and perfect blend of the word. Let 
him see the symbols apart, but have him say them together. 

II. Teaching Vowel Sounds . 

(a) Discovering vowel sounds. — When vowel sounds are 
taught as such, diacritical marks are used for the first time. 
The teacher wants to teach the long sound of o. She prints 
the word so on the blackboard. The children pronounce 
it. They find out for themselves what sound the o has. 
This may be done by pronouncing the word for the children 
and allowing them to say it slowly, until it dawns upon 
them that o says o. When they have discovered this, mark 
the letter and drill on new words. 

In teaching a sound or a phonogram, take it out of a word, 
always having the children discover for themselves the 
sound of the letter or the phonogram. 

Do not add a sound or a phonogram to the list for daily 
perception card drill until the children have thoroughly 
associated it with the word of which it is a part. Be par- 
ticularly careful in the case of phonograms that are not 
words in themselves, as ing, ight. 

Discontinue the markings a, e, i,o, u when the children 
know the rule of final e, which should be taught at the end 
of the first year, first half. This long mark is not again 
used except in case of words like bow, etc., in which the vowel 
may have one of two sounds. 

After one month of work on any vowel drill, mark only 
the first word in a set, as big, bag, beg, bog, bug. Discontinue 
the use of this mark as soon as possible. 



PHONETIC DEVELOPMENT AND DRILL 23 

Other marks indicating the modified sounds of the vowels 
may be used at the teacher's discretion when the sound of the 
vowel does not follow an3^ rule. 

(b) Crossing off letters. — As soon as the work in phonetics 
is begun, cross off: 

1. The e before d, as in the word us fid. 

2. All other silent letters, as in 

sho^ stra/j^t co^t 

ne^r wa;t 

Note — Ea (near), ai (wait), oa (coat), are taught as phono- 
grams in the first year, second half, so the marking in these words 
is discontinued at that time. 

Do not cross off : 

1. One of double letters, as in little. 

2. The y following a, as in lay. 

3. Silent e at the end of a word, as in lame. 

4. The second e in double e, as in seen. 

(c) Use of diacritical marks. — The marks are used in the 
blackboard work long after they have been discontinued in 
the text of the book, because preliminary blackboard drill 
smooths out most difficulties. 

The phonetic key is the most important part of the work ; 
therefore the reading of the stories must not be hurried. 

The vocabulary of the first few basal stories serves as a 
foundation for sound work. When the phonetic study has 
somewhat advanced, the reading will go very quickly, be- 



24 PROGRESSIVE ROAD TO READING 

cause only those words containing the modified sounds of 
the vowels will be outside the key. 

III. Development of Phonetic Rapidity. 

(a) Meaning and practice. — By phonetic rapidity is meant 
the power to see and at the same time to say. This power 
will be acquired by degrees. The children may know all the 
consonant and the vowel sounds perfectly, but the power 
to pronounce a word as quickly as the eye takes it in will 
come only by practice. The first and the second groups 
of pupils will have acquired this rapidity at the end of six 
months. The third group will take perhaps six or twelve 
months longer. 

But rapidity in blackboard work does not mean facility 
in reading from the book. Up to this point, phonetic drills 
may have taken first place; but when rapidity in black- 
board work has been gained, more time may be given to read- 
ing from the book to insure fluency in phrasing. 

The blackboard drills, however, must not be neglected 
for a day. As the children acquire power, the drills may 
be made shorter, but they must not be dropped altogether. 

Children who do not appear to acquire rapidity naturally, 
must be taught to do so. For this purpose a small group 
is a necessity. Take the children by fives for a short, sharp 
exercise every day. 

Do not allow them to dawdle over the phonetic work. 
Train them to say at once, without hesitation, whatever 
you put on the blackboard. Until some degree of phonetic 
rapidity is acquired, a child will not read for pleasure. 



PHONETIC DEVELOPMENT AND DRILL 25 

Therefore, give him this power as quickly as possible, for 
then he will do more than half the work himself. 

There is a time when the child seems to be able to pro- 
nounce a new word only after slowly, and often audibly, 
putting the different parts of it together. From the very 
beginning teach him to do this silently, and quickly. 

Drill until a mere glance brings the word as a whole to 
the lips without hesitation. 

(6) Notes on drills to secure rapidity. 

1. Perception card drill. 

As each phonogram, consonant, and vowel sound is taught, 
it should be printed on cardboard in letters large enough 
to be read at the back of the room. These sounds should 
be reviewed by means of the cards every day. 

Take third-group work with the whole class. 

Take second-group work with the second and first groups. 

Take first-group work with the first group only. 

When a group stops reciting with the others, let it begin 
seat work specified for that group at the commencement 
of the lesson. 

2. Drill to fix consonants and to teach blend. 

See the beginning of this chapter for blending an initial 
consonant with a basal phonogram. Use words that occur 
not only in the stories read but also in those told. Tell 
partly with the crayon and so excite interest in the coming 
word. 

After the vowels have been taught, the terms " double 
blend " and " triple blend " are used simply for convenience 
of nomenclature in connection with the drills to fix con- 



26 



PROGRESSIVE ROAD TO READING 



sonant and vowel values. These terms have no reference 
to building on basal phonograms. 

Examples of Double Blend 







Long Vowels 






n-o 


m-e 


m-y 


d-ay 


i-ce 


s-o 


h-e 


b-y 


m-ay 


I-ke 


g-0 


w-e 


fl-y 


w-ay 


I-'m 


sh-ow 


sh-e 


sh-y 
Short Vowels 


1-ay 


I-Ve 


a-t 


E-d 


i-t 


o-n 


u-p 


a-m 


e-gg 


i-n 


o-x 


u-s 



Examples of Triple Blend 







Long Vowels 






h-o-me 




th-e-se m-a-de 




t-i-me 


w-o-ke 




m-ea-t b-a-ke 
Short Vowels r 




s-i-de 


b-a-g 


h- 


e-n w-i-11 n-o 


-t 


b-u-t 


h-a-d 


m 


-e-t h-i-s f-o- 


-X 


c-u-t 



3. Drill to fix long vowels. 

When the double blend of the long vowel has been taught 
by the use of sight words as in Drill 2, fix the double blend 
of the long vowels by drills on lists like the following : 



PHONETIC DEVELOPMENT AND DRILL 27 



play 


stay 


may 


day 


% 


sty 


my 


die 


flea 


see 


me 


she 


flow 


stow 


mow 


doe 



When a degree of rapidity has been gained in the use of 
the foregoing drill, use the triple blend with the same vowels 
used in double blend : 



lane 


fail 


dale 


mail 


line 


file 


deal 


meal 


lean 


feel 


dime 


mile 


loan 


foal 


dole 


mole 



It is better not to use the same order of vowels twice 
in succession. It leads to rote work. 

4. Drill to fix short vowels. 

The short vowels will have been taught by the use of 
Drill 2. Fix them by the use of drills like the following : 



fin 


bag 


shin 


flit 


fan 


big 


shun 


flat 


fen 


beg 


spin 


flag 


fun 


bog 


spun 


flog 



5. Drill on miscellaneous words. 

When the short vowels have been learned, a drill on mis- 
cellaneous words is a pleasant way of reviewing what the 
children know. It uses the same knowledge in ever vary- 
ing form, and is the principal means of increasing phonetic 
rapidity. 



28 PROGRESSIVE ROAD TO READING 

The idea is not to teach a certain number of words, but 
to give the children facility in dealing with new material. 

At first take words of two syllables, to which may be 
added one or more of the following suffixes : ing, er, y, ly, 
ed, less, ness, est, Jul, ish. Words of three syllables may be 
taken at the end of the first six months. 

The words used in these drills must contain phonetic ele- 
ments with which the children are familiar. As each point 
in the phonetic work is taken up, the words representing 
that point should appear in the miscellaneous drill. The 
phonetic work for the first and the second year grades 
will thus be condensed in brief sequence. 

On the continued use of this kind of drill rests in great 
part the power to attack new material. 

Following is a suggested Phonetic Drill illustrating the 
principles already set forth in this chapter. These under- 
lying principles must never be lost sight of. The teacher 
who bears them in mind may feel free to select the material 
for phonetic drills at pleasure, and arrange this material 
in the order that suits her best. Elasticity, not rigidity, 
is the prime condition of success. Adaptation to meet 
immediate difficulties unforeseen is impossible under a rigid 
program. 

Therefore follow your own guiding star but be sure to 
know the star. Find your own pathway over hill, down 
dale, or through the untrodden forest. Remember that 
no one can tell before the event what the windings of an 
unknown path will be. Exercise your own wits. Organize 
your own lists to fit the needs of the hour, and you will 



PHONETIC DEVELOPMENT AND DRILL 29 

have not only greater power but also greater success and 

joy. 

IV. Suggested Phonetic Drill for First and Second Year Grades. 

First Year, First Half 
I. Fifth to Ninth Week Inclusive. 

(a) Basal phonograms. 

ake taken from make 
ill taken from will 
eat taken from eat 
all taken from tall 

The following sight words taken from the stories may be 
listed as the stories are learned. Children take interest in 
the listing, especially if individuals are allowed to be re- 
sponsible for separate short lists. 



make 


will 


eat 


tall 


bake 


mill 


wheat 


all 


Snake 


Will 
till 


meat 





(b) Initial consonants taken with basal phonograms. 
m, b, c, t, r, 1, w, s, p, d, f, g, h, n, sh, wh : — st, fr, gr, tr, pi, etc. 

The initial consonants are best taught by taking them 
from sight words which are already known to the children, 
and using them with basal phonograms. The teacher can 



30 



PROGRESSIVE ROAD TO READING 



readily select these sight words from the text or from the 

list given at the end of the first chapter of this Plan of Work. 

For example, from the first and the second basal and 

their supplementary stories the following material may be 

gathered. 

m 

me make myself met 

my made mill morning 



bag 


bake 




Black 


black 


But 


baked 




By 




bread 


Brown 




by 




carry 


carried 


c 


called 


Cluck 


cut 


came 


t 


Cat 


cannot 
can 


tried 


Turkey 




till 


to-day 


to 


tall 


r 


time 


talk 
too 


Red 


road 




room r 


raw 


Rat 


rings 




run 




Little 




I 
Lari 

w 




lived 


went 


will 




would 


woods 


was 


Will 




with 


window 



PHONETIC DEVELOPMENT AND DRILL 



31 



said 
So 

some 
so 

please 
plant 



sun 
sing 
song 
Stay 

Pig 
pretty 



V 



stay 
Snake 
sang 
sweet 



Pussy 



sunshine 
something 
steal 
Sing 

play 



Duck 
do 



day 



Don't 



Do 



found 

flour 

from 

Goose 

give 

grains 

Hen 

home 
herself 

No 

She 
she 



% 




fur 


for 


flew 




fields 


field 


Fox 


9 


feathers 


fat 


grew 




gave 


Go 


giving 




Good 


garden 


Gray 


h 


go 




help 




him 


his 


had 




he 


He 


Here 


n 


house 




Not 


sh 


no 


not 


shining 




show 


shine 



32 PROGRESSIVE ROAD TO READING 



When 



wh 




what 


Where 


St 




stay 


steal 


gr 


tr 


grew 


tried 


P i 




plant 


play 



Stay 

fr 
from grains 



please 

After sounding several words of a set the pupil will readily 
distinguish the initial consonant as common. 

Now the return may be made from the parts to the orig- 
inal wholes and also to new combinations. 



make 


take 


wake 


stak 


bake 


rake 


sake 




cake 


lake 


shake 




mill 


will 


fill 


frill 


bill 


sill 


gill 


grill 


till 


pill 


hill 


trill 


rill 


dill 


still 




meat 


peat 


neat 


plea 


beat 


feat 


wheat 




seat 


heat 


treat 




mall 


tall 


fall 


stall 


ball 


wall 


gall 




call 


pall 


hall 





PHONETIC DEVELOPMENT AND DRILL 33 

(c) Long sounds of vowels in double blend* 

5 taken from no 
e taken from me 
y taken from my 
a taken from stay 
I taken from tried. 






The following sight words taken in the order of their use 
in the stories will furnish the basis for analysis. 



home 


so 


road 


Go 


No 


show 


over 


Only 


So 


no 


Don't 




Oh 


only 


go 




She 


me 


he 


He 


she 


these 


sweet 


steal 


my 


myself 


% 


By 


make 


came 


Gray 


day 


made 


Stay 


Snake 


play 


bake 


stay 


gave 




I 


shining 


time 


shine 



After these long vowels have been thoroughly taught, 
proceed to new combinations. The list for drill in double 
blend should be as full as possible. Here teach the use of 
the macron as a swift means of aid to a halting pupil. 



34 



PROGRESSIVE ROAD TO READING 



mow 




lo 




dough 


whoa 


bow 




low 




foe 


stow 


tow 




woe 




go 


fro 


toe 




so 




hoe 


grow 


row 




sow 




no 




roe 




doe 




show 




me 




lee 




sea 


she 


be 




we 




pea 


free 


bee 




wee 




fee 


tree 


tea 




see 




he 




my 




dye 




fry 


sky 


by 




shy 




try 




bye 




why 




ply 




rye 




sty 




dry 




may 




say 




hay 


gray 


bay 




pay 




nay 


tray 


ray 




day 




shay 


play 


lay 




fay 




stay 


dray 


way 




gay 




fray 






tie 




pie 




hie 




lie 




die 


- 


high 




sigh 




fie 




nigh 



II. Tenth Week. 

Review and drill especially on long vowels in double blend, 
The following variation may be added : 

oat ode oh ogre 

owe oaf own 



PHONETIC DEVELOPMENT AND DRILL 35 



eat 


ear 




eel 




ease 


east 


aim 


ate 




ale 




ape 


aid 


I'm 




ice 




ire 


isle 





III. Eleventh and Twelfth Weeks. 

(a) Basal phonograms. 

at taken from rat 
it taken from it 
ound taken from found 
ow taken from brown 
ar taken from are. 
ea taken from each. 

Notice that of these basal phonograms only the first one 
is taken from a long list. 

Rat at fat Cat that sat 

The remaining five are simply indicated in the sight 
word given. 

These phonograms should now be combined with the 
initial consonants thus far learned. 







at 






at 


cat 




sat 


hat 


mat 


tat 




pat 


Nat 


bat 


rat 


it 


fat 


plat 


it 


lit 




pit 


nit 


mitt 


wit 




fit 


whit 


bit 


sit 




hit 


grit 



36 



PROGRESSIVE ROAD TO READING 







ound 




mound 




wound 


found 


bound 


i 


sound 


hound 


round 




pound 


ground 






ow 






mow 


sow 




owl 


town 


bow 


pow 




cowl 


down 


cow 


how 




fowl 


gown 


row 


now 




howl 




wow 


plow 


ar 


growl 




are 


cart 




par 


star 


mar 


Carl 




part 


stars 


mart 


cars 




parts 


arm 


marl 


carp 




parse 


art 


marsh 


card 




far 




bar 


tar 




farm 




car 


tart 


ea 


farms 




each 


teach 




leach 


pleat 


beach 


reach 




peach 





(b) Initial consonants. — In addition to the initial con- 
sonants already taken the teacher may now introduce new 
sounds analyzed from sight words. 

ch, v, th, th (soft), k: — fl, br, bl, cr, cl, sc, si, tw, dr, pr, 
gl, sn, sp, sw, etc. 



PHONETIC DEVELOPMENT AND DRILL 37 

ch — chair, cheese, chimney, children, chick. 

v — Very, very, voice, never. 
th — thanked, Thank, through, three. 
ih — (soft) The, These, the, them, these, there, There, they, That. 

k — King, King's, kitchen, Keyhole, killed, kill. 

fl — flour, fly, flew, floor. 

br — bread, Brown, brown, breakfast, brought, brother. 

bl — Black, black, blow. 
cr — cried, crooked. 
cl — Cluck, climbed. 

Use these initial consonants in combination with the 
phonograms already learned, and build up new words. 



flake 


Blake 


slake 


snake 


brake 


crake 


drake 


spake 


chill 


kill 


drill 


swill 


thill 


twill 


spill 





cheat bleat cleat 

stall small 



38 



PROGRESSIVE ROAD TO READING 



chat 


brat 




spat 


latch 


vat 


scat 




match 


patch 


that 


slat 




batch 


batch 


flat 


drat 




catch 


thatch 
snatch 


chit 




flit 




twit 


kit 




slit 




spit 


swound 




astound 


agroun 


around 




abound 




vow 


brown 




scowl 


prowl 


brow 


scow 




prow 




char 


Charles 




spar 


Lark 


charm 


chard 




arch 




chart 


scar 




ark 





breach 



bleach 



preach 



(c) Drill on long vowels, triple blend. 



a 


e 


^ 





same 


seem 






lame 




lime 


loam 


tame 


teem 


time 


tome 


tale 


teal 


tile 


toll 


mate 


meet 


mite 


mote 


pate 


Pete 






rate 




rite 


rote 


made 


meed 




mode 


pane 




pine 


pone 



PHONETIC DEVELOPMENT AND DRILL 



39 



vane 





vine 




mane 


mean 


mine 


moan 


wane 


ween 


wine 




bate 


beet 


bite 


boat 


bane 


bean 




bone 


lane 


lean 


line 


lone 


male 


meal 


mile 


mole 


rail 


real 


rile 


role 


sane 


seen 


sign 


sown 


pale 


peel 


pile 


pole 


wade 


weed 


wide 


woad 


whale 


wheel 


while 




Dane 


dean 


dine 




stale 


steel 


stile 


stole 




steal 


style 




sale 


seal 




sole 


sail 


seel 




soul 


fail 


feel 


file 


foal 


hale 


heel 


• # 


hole 


hail 


heal 






dale 


deal 




dole 


(d) Take up 


terminations ing, 


er. 




morning 


finding 


planter 


buyer 


playing 


longing 


doer 


walker 


falling 


seeing 


taller 


finder 


eating 


scratching 


miller 


older 


carrying 


working 


singer 


backer 


helping 


asking 


tiller 


roofer 


willing 


killing 


stayer 


worker 


planting 


being 


grayer 


asker 



40 



PROGRESSIVE ROAD TO READING 



doing 


laying 


browner 


killer 


singing 


folding 


blacker 


layer 


showing 


reaching 


sweeter 


gayer 


staying 


teaching 


fielder 


cheater 


nesting 


showing 


goer 


teacher 


going 


flying 


talker 


howler 


talking 


saying 


player 


growler 


stealing 


paying 


feller 


fowler 


telling 


howling 


teller 


catcher 


knowing 




knower 


eater 



IV. Thirteenth Week. 

Short sounds of vowels. 

a taken from bag 
e taken from hen 
% taken from it 
o taken from not 
u taken from but 
y taken from carry 

The following sight words taken in the order of their use 
in the stories will furnish the basis for analysis. Teach the 
use of the breve as a swift means of aid to halting pupils. 



bag 


Then 


met 


King 


from 


Turkey 


carry 


went 


it 


sing 


Fox 


any 


had 


help 


will 


him 


duck 


pretty 


plant 


bread 


give 


till 


But 


only 


Rat 


When 


Little 


giving 


up 


Pussy 


carried 


them 


Pig 


not 


cut 


hungry 


hen 


yes 


mill 


Not 


sun 





PHONETIC DEVELOPMENT AND DRILL 



41 



a 



am 


fat 




and 


scratch 


apple 


cat 




that 


man 


Black 


quack 




have 


Jack 


sang 


cannot 




basket 


rat 


thanked 


can 




sat 


cat 


at 


Thank 




back 




feathers 




e 
fell 




very 


nest 




head 


well 


when 




tell 




never 


with 


lived 


i 


Sing 


killed 


In 


in 




indeed 


kill 


rings 


window 




Pigeon 


if 


Into 


kitchen 




sit 


hid 


his 


It 




little 


This 


cannot 






long 




dog 


on 




Fox 




tossed 

• 


upon 


Cluck 


u 


hungry 


but 


run 


us 

supper 


y 


shut 
gun 




hilly 


showy 




marshy 


chilly 


meaty 


downy 




floury 


patchy 



After these short vowels have been thoroughly taught, 
proceed to new combinations. 



42 



PROGRESSIVE ROAD TO READING 



a 



mad 


bag 


flag 


graft 


bad 


cag 


brag 


craft 


cad 


tag 


crag 


draft 


lad 


rag 


slag 


match 


sad 


lag 


drag 


batch 


pad 


wag 


snag 


catch 


fad 


sag 


raft 


latch 


had 


fag 


Taft 


patch 


shad 


gag 


waft 


hatch 


brad 


hag 


daft 


thatch 


clad 


nag 


haft 


scratch 


glad 


stag 


shaft 


snatch 



met 


whet 


dell 


deft 


bet 


fret 


fell 


heft 


let 


bell 


shell 


theft 


wet 


tell 


snell 


cleft 


set 


well 


spell 


Meg 


pet 


sell 


swell 


beg 


get 


pell 


Nell 


leg 


net 


mell 


smell 


peg 






left 


keg 


men 


pen 


when 


bed 


Ben 


den 


then 


Ted 


ten 


fen 


ken 


red 


wen 


hen 


glen 


led 



PHONETIC DEVELOPMENT AND DRILL 43 





wed 


fled 




self 




tress 






fed 


bread 




pelf 




chess 






Ned 


bled 




shelf 




bless 






shed 


sled 




mess 




cress 






Fred 


dread 




Bess 




dress 






tread 


sped 




less 




press 






best 




vest 




spelt 






test 




blest 




knelt 






rest 




crest 




beck 






lest 




melt 




peck 






west 




belt 




deck 






pest 




welt 




neck 






nest 




pelt 




check 






chest 




felt 




fleck 
speck 




mitt flit 




i 
gill 




bib 




nick 


bit 


slit 




hill 




rib 




Nick 


lit 


twit 




still 




fib 




stick 


wit 


spit 




frill 




nib 




trick 


sit 


mill 




grill 




crib 




chick 


pit 


bill 




trill 




glib 




thick 


fit 


till 




chill 




tick 




kick 


hit 


rill 




thill 




rick 




brick 


nit 


will 




kill 




lick 




click 


whit 


sill 




twill 




wick 




slick 


grit 


pill 




drill 




sick 




spick 


chit 


dill 




spill 




pick 




flick 


kit 


fill 




swill 




Dick 







44 



PROGRESSIVE ROAD TO READING 



rim 


vim 


mid 


chid 


which 


limb 


brim 


bid 


kid 


wish 


dim 


slim 


rid 


slid 


pish 


him 


prim 


lid 


glid 


dish 


whim 


glim 


did 


rich 


fish 


grim 


swim 


hid 


niche 


swish 


trim 


skim 








limp 


up 


nip 


flip 


rift 


crimp 


sip 


ship 


clip 


lift 


primp 


pip 


whip 


slip 


sift 


skimp 


dip 


grip 


drip 


gift 


tip 


fip 


trip 


snip 


shift 


rip 


hip 


chip 




skip 


drift 
swift 


bog 


grog 


fop 


drop 


nod 


cog 


flog 


hop 


prop 


shod 


tog 


clog 


shop 


swop 


trod 


log 


mop 


stop 


cod 


plod 


dog 


top 


chop 


rod 


clod 


fog 


lop 


flop 


sod 


prod 


hog 


sop 


crop 


pod 


loft 


frog 


pop 


slop 


God 
hod 


soft 
croft 


cot 


sot 


not 


blot 


box 


tot 


pot 


shot 


clot 


pox 


rot 


dot 


grot 


scot 


fox 


lot 


got 


trot 


slot 


mock 


wot 


hot 


plot 


spot 


tock 



PHONETIC DEVELOPMENT AND DRILL 45 



rock 


dock 


frock 


crock 


cost 


lock 


hock 


chock 


clock 


lost 


sock 


shock 


flock 


knock 


frost 


pock 


stock 


block 






but 


chut 


u 
fun 


muck 


shuck 


cut 


glut 


gun 


buck 


stuck 


tut 


bun 


Hun 


tuck 


truck 


rut 


tun 


nun 


ruck 


pluck 


gut 


run 


shun 


luck 


chuck 


hut 


sun 


stun 


suck 


cup 


nut 


pun 


spun 


Puck 


sup 


shut 


dun 




pucker 

duck 

huck 


pup 
scup 


bum 


thumb 


mud 


cuff 


mull 


rum 


crumb 


bud 


ruff 


cull 


sum 


scum 


cud 


luff 


lull 


dumb 


slum 


sud 


puff 


dull 


gum 


drum 


dud 


duff 


gull 


hum 


glum 


stud 


huff 


hull 


numb 


swum 


thud 


stuff 


scull 


grum 


lump 


scud 


gruff 


skull 


plum 


bump 


muff 


chuff 




plumb 


trump 


buff 


fluff 




chum 






scuff 
bluff 
snuff 





46 PROGRESSIVE ROAD TO READING 

y 



any 


shelly 


chesty 


rocky 


many 


messy 


chilly 


stocky 


drafty 


dressy 


silly 


lucky 


patchy 


testy 


fishy 


lumpy 


scratchy 


pesty 


shifty 





When the long and the short sounds of the vowels have 
been learned, the daily work in phonetics will consist of five 
drills. These drills will be necessary as the work progresses. 

1. Perception card drill. 

2. Drill to fix consonants. (Blend.) 

3. Drill to fix long vowels. 

4. Drill to fix short vowels. 

5. Drill on miscellaneous words. 

V. Fourteenth and Fifteenth Weeks. 

(a) Drill on triple blend of long and short vowels. (See 
III, (c), for long vowels.) 







Short Vowels 






a 


e 


i 





u 


bag 


beg 


big 


bog 


bug 


bad 


bed 


bid 




bud 


mad 




mid 




mud 


tag 






tog 


tug 



PHONETIC DEVELOPMENT AND DRILL 



47 



a 



u 



tap 




tip 


top 




lack 




lick 


lock 


luck 


pack 


peck 


pick 


pock 


Puck 


rack 


reck 


rick 


rock 


rack 


shack 






shock 


shuck 


Pat 


pet 


pit 


pot 




pan 


pen 


pm 




pun 


fan 


fen 


fin 




fun 


Dan 


den 


din 


don 


dun 




let 


lit 


lot 




sack 




sick 


sock 


suck 


bat 


bet 


bit 


bot 


but 


Nat 


net 


nit 


not 


nut 


sad 







sod 


suds 


crass 


cress 


criss 


cross 


crust 


sag 


leg 


rig 


log 


rug 


hap 




hip 


hop 





ram 




rim 




rum 


map 


met 


mitt 


mop 


mud 




check 


chick 


chock 


chuck 


sap 




sip 


sop 


sup 



(b) Terminations $d, ed, less, ness, est, Jul, ish. 





tried 


thanked 


liked 


helped 


howled 


asked 


lived 


milled 


sighed 


growled 


baked 


called 


willed 


owed 


reached 


carried 


walked 


tilled 


arrived 


sailed 



plowed 



fished 



48 



PROGRESSIVE ROAD TO READING 







ed 






breaded 


sounded 


cheated 


rested 


sifted 


planted 


carted 


waded 


melted 


drifted 


aided 


carded 


hefted 


pelted 


frosted 


bounded 


parted 


tested 
less 


lifted 


seated 
folded 


homeless 


aimless 


soundless 


restless 


lifeless 


helpless 


witless 


groundless 


speckless 


tireless 


featherless 


boundless 


matchless 
ness 


luckless 


powerless 


homelessness 


tallness 


littleness 


stillness 


badness 


helplessness 


slowness 


madness 


richness 


bigness 


helpfulness 


roundness 


sameness 


limpness 


coldness 


sweetness 


smallness 


saneness 


fitness 


illness 


goodness 


flatness 


sadness 


swiftness 


kindness 


fatness 


tameness 


gladness 


dumbness 


lateness 


thankfulness 


lameness 


redness 


dullness 


likeness 



est 



tallest 


longest 


roundest 


slowest 


brownest 


stillest 


soundest 


dullest 


grayest 


neatest 


tartest 


sickest 


blackest 


lowest 


smallest 


dryest 


sweetest 


gayest 


richest 


softest 


oldest 


highest 


swiftest 


hardest 



PHONETIC DEVELOPMENT AND DRILL 



fid 



49 



helpful 


charmful 


shameful 


roomful 


willful 


wishful 


skillful 


gleeful 


playful 


wakeful 


handful 


hopeful 


thankful 


hateful 


cupful 


sinful 




ish 




brownish 


sweetish 


sickish 


wolfish 


greyish 


selfish 


oldish 


roundish 


blackish 


lumpish 


youngish 


owlish 



VI. Sixteenth, Seventeenth, Eighteenth, and Nineteenth Weeks, 
(a) Basal phonograms 



i 



am 


taken from am 


other 


taken from brother 


ing 


taken from sing 


end 


taken from end 


an 


taken from ran 


ear 


taken from hear 


or 


taken from for 


up 


taken from up 


ail 


taken from tail 


ow 


taken from brown 



ight taken from night 

Review 
Combine with phonetic elements already learned, 







am 






tarn 


Sam 


sham 


cram 


dram 


ram 


dam 


gram 


clam 


dramful 


lamb 


ham 


tram 


slam 


swam 



50 



PROGRESSIVE ROAD TO READING 







mg 






ting 


wingless 


stinging 


flinging 


slinging 


ring 


sing 


stinger 


bring 


slinger 


ringing 


singing 


thing 


bringing 


swing 


ringer 


singer 


king 


cling 


swinging 


wing 


ding 


kingly 


clinging 


swinger 


winging 


dinging 


kingdom 


dinger 


string 


winged 


sting 


fling 


clingy 


stringing 



an 



man 


banishing 


pan 


plan 


bran 


manly 


banisher 


panful 


planless 


brandish 


manful 


can 


Dan 


van 


clan 


ban 


tan 


ran 


vanish 


scan 


banish 


ran 


Nan 


than 


span 



or 



for 


shorn 


shorter 


sportish 


stormful 


nor 


scorn 


shortness 


form 


cord 


morn 


scorning 


shortest 


forming 


cording 


morning 


scornful 


snort 


former 


corder 


born 


sworn 


snorting 


formed 


corded 


torn 


sort 


snorter 


formless 


lord 


worn 


sorting 


sport 


storm 


lordly 


horn 


port 


sporting 


storming 


lorded 


horny 


fort 


sporty 


stormy 


ford 


hornless 


short 


sportful 


stormed 


fording 



PHONETIC DEVELOPMENT AND DRILL 



51 



forded 


corker 


pork 


fork 


forked 


cork 


corky 


porker 


forking 


forkless 


corking 


corked 


porky 
ail 


forky 


stork 


mail 


tail 


wailed 


failed 


frailness 


mailing 


tailless 


sail 


hail 


trail 


mailed 


rail 


sailing 


hailing 


trailing 


mailman 


railing 


sailed 


hailed 


trailer 


bail 


railer 


pail 


nail 


trailed 


bailing 


railed 


pailful 


nailing 


vail 


bailer 


wail 


fail 


nailed 


flail 


bailed 


wailing 


failing 
ight 


frail 


snail 


might 


Tightness 


sight 


fright 


brightly 


mighty 


rightful 


sighted 


frightful 


brightness 


bight 


light 


sightless 


plight 


brightest 


tight 


lighting 


sightlessly 


plighting 


blight 


tightly 


lightning 


fight 


plighted 


blighting 


tightish 


lighter 


fighting 


plightless 


blighted 


right 


lighted 


fighter 


flight 


slight 


righting 


lightness 


hight 


flighty 


slighting 


righted 


wight 


night 


bright 


slightly 



mother motherly 

motherless brother 



other 

brotherly smother smotherer 

another smothering smothered 



52 



PROGRESSIVE ROAD TO READING 







end 






ended 


bended 


lend 


pending 


vender 


endless 


tend 


lending 


fend 


vendor 


endlessness 


tending 


lender 


fending 


vended 


mend 


tender 


wend 


fender 


blend 


mending 


tended 


wending 


fended 


blending 


mender 


attend 


wender 


trend 


blended 


mended 


rend 


wended 


trending 


spend 


bend 


rending 


send 


trended 


spending 


bending 


render 


sending 


vend 


spender 


bender 


rended 


sender 


vending 


spendful 



ear 



tear 


seared 


fearful 


nearness 


clearness 


teary 


dear 


fearfulness 


nearest 


clearest 


tearless 


deary 


gear 


shear 


drear 


tearlessness 


dearly 


gearing 


shearing 


drearer 


tearful 


dearness 


geared 


shearer 


drearest 


tearfulness 


dearest 


hear 


blear 


dreary 


rear 


fear 


hearing 


bleary 


drearness 


rearing 


fearing 


hearer 


clear 


spear 


reared 


feared 


near 


clearing 


spearing 


sear 


fearless 


nearing 


clearer 


spearer 


searing 


fearlessness 


nearer 


clearly 


speared 



up 



up 


cupful 


supper 


pup 


scup 


cup 


sup 


supped 


puppy 


scupper 



PHONETIC DEVELOPMENT AND DRILL 



53 



These lists have been extended bylusing the terminations 
thus far taught. 

It will be profitable here to review the basal phonograms 
from the beginning and to extend the lists by using these 
terminations. For example, ow from brown. 



mow 

bow 

bowing 

bower 

bowery 

bowed 

cow 

cower 

cowerful 

row 

rowdy 

rowdyish 

rowdyishness 

wow 

pow-wow 

pow-wowing 



ow 

pow-wower 

power 

powerless 

powerlessness 

powerful 

powerfully 

now 

plow 

plowing 

plower 

plowed 

owl 

owlish 

cowl 

cowlless 

fowl 



(6) Long sound of u taken from used. 

muse abuseful tunelessness 

music cue tuneful 

amuse cueless tunefulness 

amusement tune sue 

abuse tuneless puny 



fowling 

fowler 

howl 

howling 

howler 

howled 

growl 

growling 

growler 

growled 

town 

townless 

down 

downed 

gown 

gowned 



due 

fuse 

hue 

hueless 

huelessness 



54 



PROGRESSIVE ROAD TO READING 



c) Soft sound of c taken from once. 



ice 


spice 


brace 


truce 


mice 


ace 


space 


spruce 


rice 


mace 


pence 


pincers 


lice 


race 


fence 


cell 


dice 


lace 


hence 


cellar 


nice 


pace 


whence 


cent 


trice 


dace 


thence 


center 


vice 


face 


force 


city 


slice 


grace 


wince 


cinder 


twice 


trace 


since 




thrice 


place 


prince 





(d) Initial consonants kn, gn, wr. 



kn 



know 


knolled 


kneeled 


knelt 


known 


knee 


knave 


knit 


knowing 


kneecap 


knife 


knob 


knowingly 


kneepan 


knight 


knock 


knower 


kneel 


knack 


knot 


knoll 


kneeling 


knapsack 


knuckle 


knolly 


kneeler 

gn 


knell 




gnarl 


gnashing 


gnu 


gnawed 


gnarly 


gnasher 


gnome 




gnarled 


gnashed 


gnaw 




gnash 


gnat 


gnawing 





PHONETIC DEVELOPMENT AND DRILL 



55 



wr 



wry 


wreck 


wretchedly 


wrist 


wryly 


wrecking 


wretchedness 


wrong 


awry 


wren 


wriggle 


wrongful 


wrap 


wrench 


wring 


wrongfully 


wrack 


wrest 


wringing 


write 


wrath 


wretch 


wringer 


writer 


wrathful 


wretched 


wrinkle 


wrote 



(e) Drill on vowels to illustrate effect of final e; as, 
fan, fane; pan, pane; din, dine; hop, hope. 



mat 


mate 


can 


cane 


grip 


gripe 


rat 


rate 


pin 


pine 


trip 


tripe 


pat 


pate 


pan 


pane 


snip 


snipe 


fat 


fate 


Dan 


Dane 


cot 


cote 


hat 


hate 


fan 


fane 


tot 


tote 


plat 


plate 


van 


vane 


rot 


rote 


slat 


slate 


met 


mete 


dot 


dote 


bit 


bite 


pet 


Pete 


not 


note 


sit 


site 


tin 


tine 


shot 


shote 


whit 


white 


win 


wine 


mop 


mope 


sprit 


sprite 


pin 


pine 


lop 


lope 


kit 


kite 


din 


dine 


hop 


hope 


spit 


spite 


fin 


fine 


slop 


slope 


writ 


write 


shin 


shine 


lad 


lade 


mad 


made 


chin 


chine 


mad 


made 


cap 


cape 


twin 


twine 


tack 


take 


scrap 


scrape 


kin 


kine 


rack 


rake 


tap 


tape 


spin 


spine 


limb 


lime 


nap 


nape 


rim 


rime 


cur 


cure 


Sam 


same 


dim 


dime 


pur 


pure 



56 PROGRESSIVE ROAD TO READING 



sham 


shame 


grim 


grime 


us 


use 


man 


mane 


prim 


prime 


tub 


tube 


ban 


bane 


rip 


ripe 


cub 


cube 



Note. — The time allowance is merely suggestive. The first 
group of pupils may take less time, the third group of pupils will 
take more. The teacher can arrange the drill lists to suit her 
immediate needs. It is wise for her to arrange the phonetic 
symbols in some form of outline and to use this as a scheme for 
control of the lists. 

I. (a) ake, ill, eat, all. 

(6) m,. b, c, t, r, 1, w, s, p, d, f , g, h, n, sh, wh : — 
st, fr, gr, tr, pi, etc. 

(c) o, e, y, a, I. 

II. (a) at, it, ound, ow, ar, each. 
(6) ch, v, th, th (soft), k: — 
fl, br, bl, cr, cl : — 
sc, si, tw, dr, pr, gl, sn, sp, sw. 

(d) ing, er. 

III. a, e, i, 6, u, y. 

Note that y may be a termination with ing and er. 

IV. (a) ^d, ed, less, ness, est, ful, ish. 

V. (a) am, ing, an, or, ail, ight, other, end, ear, up. 
Review ow, etc. 

(b) u. 

(c) <?. 

(d) kn, gn, wr. 

(e) final e ; pan, pane. 



PHONETIC DEVELOPMENT AND DRILL 



57 



With some such scheme to show progression, the teacher 
will not be dependent on lists compiled by some one else. 

This suggested outline will serve the teacher in the next 
grade for review. 

First Year, Second Half 

Daily Plan for First Year, Second Half 

1. Perception card drill on the phonograms and the sounds 
specified for the second six months. 

2. Teaching new sounds. 

3. Drill on miscellaneous words. 
I. First to Third Week Inclusive. 







Vowel Values. 








ea as in 


meat 


ew as in flew 






ai as in 


wait 


oy 


as in boy 






oa as in 


road 


oi as in mice 








ea as in meat 






beat 


seat 


peat 




feat 


heat 


neat 


cheat 


treat 




pleat 


wheat 


bleat 


cleat 


beam 




team 


ream 


seam 


steam 


steamer 




stream 


dream 


gleam 


cream 


ear 




tear 


rear 


sear 


dear 


fear 




gear 


hear 


near 


shear 


drear 




blear 


clear 


spear 


meal 


real 




weal 


seal 


peal 


deal 


heal 




steal 


veal 


reap 


leap 


heap 




cheap 





58 



PROGRESSIVE ROAD TO READING 



ai as in wait 



bait 


gait 


trait 


plait 


aim 


main 


claim 


ail 


mail 


maim 


tail 


rail 


wail 


sail 


bail 


fail 


hail 


nail 


frail 


pail 


vail 


flail 


snail 


jail 


trail 


maid 


raid 


laid 


paid 


aid 


afraid 


braid 


main 


rain 


staid 


wain 


pain 


paint 


painful 


lain 


faint 


gain 


stain 


chain 


fain 


grain 


train 


strain 


plain 


drain 


vain 


slain 


twain 


brain 


plaint 


swain 


taint 


saint 
oa as in road 


brainy 


Spain 


moat 


boat 


coat 


goat 


groat 


float 


bloat 


gloat 


throat 


roam 


loam 


foam 


gloaming 


coal 


foal 


goal 


shoal 


boast 


coast 


toast 


roast 


toad 


load 


goad 


moan 


loan 


groan 


ew as in flew 






mew 


pew 


pewter 


dew 


few 


hew 


hewn 


new 

oy as in boy 


knew 


ewe 



coy 
joyful 



toy 

joyfully 



Roy 

enjoy 



annoy 
oyster 



joy 
ahoy 



PHONETIC DEVELOPMENT AND DRILL 



59 







01 as in voice 






oil 


choice 


moil 


boil 


coil 


uncoil 


toil 


toilet 


toilsome 


roil 


soil 


spoil 


doily 


foil 


tinfoil 


broil 


void 


moist 


moisten 


hoist 


noise 


rejoice 


avoided 


point 


pointer 



II. Fourth and Fifth Weeks. 

(a) Consonantal values, g (soft sound) j } s as in is, and 
y as in you. 



9 (soft) 



pigeon 


ginger 


arrange 


plunge 


gin 


danger 


oblige 


singe 


gentle 


manger 


orange 


magic 


gentleman 


angel 


fringe 




Jack 


just 


j 

joker 


join 


jail 


jump 


John 


joiner 


jam 


Jane 


jacket 


joining 


Jill 


jest 


jell 


joint 


job 


jester 


jelly 


jointly 


jug 


joke 


jelly-fish 


jumping 




s 


as in is 






was 


fields 






grains 


King's 






these 


feathers 






woods 


his 






rings 


always 





60 PROGRESSIVE ROAD TO READING 

Contrast this soft s with the sharp sound treated earlier 
in the grade as analyzed from the following sight words: 

yes myself asked some so seen 

sing song stay nest sang sweet 

y as in you 

you your yes yet 

year yearly yearling yam 

yak yoke 

ng as in sing 

sing ting wing bring 

singer ring wingless string 

(6) Phonograms age, edge, idge, adge, udge, odge. 

age 



cage 


rage 




wage 


sage 


page 


gage 




stage 


baggage 


voyage 


cabbage 


idge 


package 


postage 


widge 


ridge 


edge 


midge 


bridge 


ledge 


wedge 




sedge 


hedge 


dredge 


pledge 


adge 


sledge 


edge 


badge 


Madge 




cadger 


badger 



PHONETIC DEVELOPMENT AND DRILL 



61 



udge 



budge 
grudge 

dodge 



fudge 
trudge 



codger 



odge 



mudge 
sludge 



lodge 



drudge 
smudge 



hodge-podge 



(c) Drill to illustrate the effect of final e on the sound of 
g (soft) ; as, rag, rage. 



cag 


cage 


sag 


sage 


wag 


wage 


stag 


stage 


gag 


gage 


sing 


singe 


swag 


swage 


ting 


tinge 


rag 


rage 


swing 


swinge 



III. Sixth and Seventh Weeks. 

Phonograms for vowel values. 





ar as in mortar 


ir as in 


bird 




er as in serve 


ear as in 


learn 




or as in word 


ur as in 


turn 


, 


ar as in 


mortar 




briar 


beggar 


regular 


regularly 


singular poplar 


popular 


liar 


pedlar 


pillar 


collar 


sugar 


Oscar 


tartar 








er as in serve 




were 


fern 


mercy 


her 


jerk 


kernel 


deserve 


swerve 



62 



PROGRESSIVE ROAD TO READING 





or as in 


word 




worm 


wormy • 


world 


worldly 


work 


worst 


worker 


worth 


worthy 


workman 


wormwood 


worship 


worry 


workbag 


workmanship 


workshop 


workbox 


worthless 


worthlessness 


worse 




ir as in 


bird 




birth 


birthday 


mirth 


mirthful 


mirthfully 


mirthfulness 


sir 


dirt 


dirty 


first 


third 


thirst 


thirsty 


stir 


shirt 


skirt 


chirp 


twirl 


swirl 


circus 




ear as in 


learn 




earn 


earnest 


earnestly 


earth 


earthy 


earthly 


early 


learning 


hearse 


learner 


heard 


dearth 


yearn 


pearl 


pearly 


search 




ur as in 


turn 




fur 


spur 


hurt 


hurtful 


curly 


curse 


nurse 


purse 


purr 


urn 


burn 


churn 


church 


churchly 


spurn 


curve 


burst 


turtle 


purple 


murmur 



PHONETIC DEVELOPMENT AND DRILL 



63 



IV. Eighth and Ninth Weeks. 
Phonograms for vowel values. 





at as in salt 


alk 


as in walk 






au as in caught 


war as in ward 






ou as in bought 


aw as in saw 






al as in salt 






malt 


malted 


halt 




halter 


falter 
bald 


faltering 
baldhead 


false 
scald 




falsely 
almost 


Almighty 
also 


altar 
alder 


already 
alderman 


always 




au as in caught 






taught 

haughty 

auger 


daughter 

naught 

August 


maul 

naughty 
auk 


taut 

daub 

because 


fault 

autumn 

saucer 


sausage 


pause 


pauper 


cause 






ou as in bought 






sought 
cough 


fought 
trough 

all 


thought 
; as in walk 


brought 


wrought 


balk 


calk 


talk 


stalk 


chalk 


balky 


war as in ivard 




chalky 


war 
wart 


warty 
warp 


warm 
swarthy 


ward 
award 


warmly 
warmth 



64 



PROGRESSIVE ROAD TO READING 



aw as m saw 



maw 


bawl 




caw 


raw 


law 


saw 


paw 




daw 


dawdle 


haw 


thaw 


draw 




drawl 


shawl 


flaw 


craw 


crawl 




claw 


slaw 


jaw 


straw 


strawberry 


awning 


gnaw 


taw 


V. Tenth and Eleventh Weeks. 






Vowel values. 












oo as in 


boot 




u as in truth 






oo as in 


book 


oo as in boot 


u as in pull 




toot 


root 




loot 


soot 


hoot 


shoot 


scoot 




boom 


sooty- 


loom 


doom 


broom 




bloom 


room 


coo 


cool 


tool 




poor 


roomy 


poodle 


fool 


foolish 




food 


gloom 


spool 


goose 


choose 




roof 


gloomy 


hoof 


proof 


moon 




loon 


pool 


swoon 


coot 


boon 




croon 
oo as in book 


* stool 


woof 



cook 

cooked 

cooking 

look 

rook 



cooky- 
hook 
foot 
stood 
wood 



took 
nook 
hood 
hoop 
bookish 



shook 

woolen 

looked 

looking 

crooked 



rookery 

brook 

woody 

wooded 

hooded 



PHONETIC DEVELOPMENT AND DRILL 



65 



u as in truth 



ruby- 


truant 


rudely 


Ruth 


true 


truancy 


brute 


bruise 


prunes 


cruel 


cruelly 


gruel 


rule 
rude 


cruelty 


crude 


Bruin 
crudely 




u as in 


pull 





bull 
pullet 
puss 
fearful 



bullet 
full 
push 
helpful 



bulldog 
bushel 
wakeful 
shameful 



bullfrog 
butcher 
rightful 
spiteful 



pull 
cuckoo 
painful 
skillful 



Make contrasting lists ; as booty book. 



coot 
toot 
root 
loot 
shoot 



cook 
took 
rook 
look 
shook 



roof 
stool 
food 
brood 



rook 
stood 
foot 
brook 



VI. Twelfth and Thirteenth Weeks, 
Phonograms for vowel values. 





ear as in 


bear 


air as in chair 






are as in 


pare 


ove as in love 
ear as in bear 




bear 


bearer 




bugbear tear 


wear 


pear 


swear 




wearer pear-tree 


wearing 



66 



PROGRESSIVE ROAD TO READING 



lovely 



are as in pare 



mare 


bare 


barefoot 


care 


careful 


careless 


rare 


ware 


pare 


carefully 


carelessly 


hare 


beware 


prepare 


dare 


fare 


scarce 


harebell 


share 


stare 


scare 


scarcely 


glare 
air as in chair 


flare 


blare 


lair 


pair 


repair 


fair 


fairy 


unfair 


hair 


hairy 
ove as in love 


hairbrush 


stair 



dove 



shove 



dovecot 



glove 



Drill on vowels to show the effect of final e ; as far, fare, 





mar 


mare 


par 


pare 




bar 


bare 


star 


stare 




car 


care 


scar 


scare 




tar 


tare 


spar 


spare 


VII. Fourteenth and Fifteenth Weeks. 




Vowel values. 


- 








a as in are 


a as in 


wash 






a as in ask 


o as in cover 








a as in are 




ark 




bark 


calf 


card 


barber 




barn 


car 


dark 



PHONETIC DEVELOPMENT AND DRILL 



67 



darn 


harness 


scarlet 


papa 


far 


hurrah 


sharp 


part 


farther 


lard 


smart 


star 


garden 


large 


mamma 


starch 


half 


party 


marble 


starve 


hard 


rhubarb 


march 


tardy 


hark 


scar 


market 
a as in ask 


tardily 


after 


chance 


glance 


past 


basket 


class 


grasp 


pass 


blast 


dance 


grass 


plaster 


branch 


draft 


lass 


raft 


brass 


fasten 


last 


rasp 


cast 


flask 


mask 


staff 


caster 


France 


mast 


task 


chaff 


gasp 


master 
a as in wash 


vast 


scallop 


swap 


wallow 


wasp 


swab 


wad 


wampum 


watch 


swallow 


waddle 


wand 


watchful 


swamp 


waffle 


wander 


watchman 


swan 


wallet 


washer 


yacht 



VIII. Sixteenth Week. 

Vowel values. 

au as in aunt 
on as in found 



ew as in screw 



68 



PROGRESSIVE ROAD TO READING 





au as ie 


i aunt 




daunt 


gauntlet 


laundry 


taunt 


dauntless 


haunt 


maunder 


taunted 


dauntlessly 


haunting 


saunter 


vaunt 


gaunt 


launch 


saunterer 






ou as in 


found 




about 


hound 


shout 


trout 


bound 


mound 


slouch 


pout 


cloud 


mouse 


south 


flout 


gout 


noun 


sprout 


clout 


ground 


scout 


stout 


snout 


grout 






spout 




ew as in screw 




brew 


chew 


Jew 


threw 


brewage 


drew 


jewel 


crew 


brewery 


grew 


strew 





Note the drill on suffixes ing, er, y, 0d, ed, less, ness, est, Jul, 
ish, wherever the words in the lists admit of these ter- 
minations without changing the spelling of the primitive 
word. For example, look — looking, but not serve — serving. 

Bear in mind that the time allowance is merely suggestive. 



PHONETIC DEVELOPMENT AND DRILL 



69 







Second Year 


, First Half 




I. First and Second Weeks. 








(a) Consonantal values. 










gh 
ph 


as in rough 
as in Philip 


squ as in 

z as in 


squash 
blaze 




qu 


as m queer 


qu as m 


conquer 






gh as in rough 






cough 

draught 

laugh 




laughter 
tough 

ph as in 


trough 
sough 

Philip 




slough 
enough 


camphor 
hyphen 
pamphlet 
sphere 




pheasant 
phonetic 
cipher 

qu as in 


dolphin 
nephew 
orphan 

queer 




physic 
sulphur 
Philadelphia 
Ralph 


equal 

require 

inquire 

banquet 

acquaint 

acquire 




quack 

quart 

quake 

quilt 

quince 

quire 

squ as in 


quite 

quiet 

quoits 

quick 

quail 

quit 

squash 




quiver 

acquit 

request 

liquid 

queen 


squeal 
squirrel 
squaw 
squirm 




squeak 
squire 
squint 
squab 


squad 
squall 
squirt 
squat 




squatter 
squeamish 
square 
squadron 



70 



PROGRESSIVE ROAD TO READING 



3 as in blaze 



bronze 


graze 


brazen 


fuzz 


capsize 


hazy 


buzz 


grizzly 


dazzle 


lozenge 


crazy 


lizard 


doze 


muzzle 


dizzy 


maize 


Eliza 


sneeze 


drizzle 


ooze 


frizzle 


tweezers 


fizz 


snooze 


frozen 


zebra 


freeze 


wheeze 


fuzzy 


zigzag 


froze 


zero 


gaze 






squeeze 




qu &s in 


conquer 





liquor 

lacquer 

oblique 



opaque 
croquet 



croquette 
antique 



queue 

placque 

physique 



(6) Terminal phonograms. 





ure as m pure 




procedure 




torture 


endure 


failure 




creature 


stature 


pasture 




picture 


feature 


figure 




• 




II. Third and Fourth Weeks. 






(a) Consonantal values. 






x as in 


box 


ex as in 


exact 


ex as in 


excite 







PHONETIC DEVELOPMENT AND DRILL 



71 





x as in 


box 




ax 


wax 


fix 


ox 


axle 


vex 


vixen 


oxen 


tax 


mix 


betwixt 


coax 


lax 


six 


fox 


hoax 




ex as in 


excite 




excuse 


exchange 


exercise 


export 


extend 


explore 


next 


explode 


expand 


explain 


exhale 


express 


expect 


extra 


expel 


extend 


export 


except 


expend 


extent 




ex as in 


exact 




"examp 


exactly 


exist 


exult 


examine 


exactness 


exhibit 


exempt 


exact 


exert 


exalt 


exhaust 



(6) Terminal phonograms of First Year, Second Half 
reviewed. 



III. Fifth and Sixth Weeks, 

(a) Vowel values. 

i as in police 
ei as in vein 



fatigue 

magazine 

marine 



ey as in they 



valise 

merino 

farina 



i as in police 



Josephine 

Pauline 

Selina 



Aline 
machine 



72 



PROGRESSIVE ROAD TO READING 





ei as in vein 




veil 
freight 
neighbor 
reign 


neigh reindeer 
sleigh eight 
skein feign 
weigh seine 

ey as in they 


weight 
eighty 
weighty 


whey 
grey 


disobey prey 


convey 
obey 



(b) Terminal phonograms. 





tion 


as in action 






tious 


as in ambitious 






tial 


as in partial 






tion as in action 




addition 




vacation 


solution 


subtraction 




notion 


temptation 


multiplication 




nation 


position 


caution 




question 


attention 


motion 




station 


mention 


condition 




population 


creation 


pronunciation 




foundation 




relation 




sensation 






tious as in ambitious 




vexatious 




pretentious 


contentious 


cautious 




expeditious 


conscientious 



PHONETIC DEVELOPMENT AND DRILL 



73 



tial as in partial 



influential providential 
substantial penitential 
credential prudential 


martial 


IV. Seventh and Eighth Weeks. 




(a) Vowel values. 

ual as in actual 




punctual effectual visual 
habitual individual sensual 


perpetual 
mutual 



(6) Terminal phonograms, 

sion as in passion 
cial as in special 
cian as in musician 



cient as in ancient 
cious as in suspicious 



sion as in passion 



decision 


revision 


explosion 


confusion 


provision 


conclusion 


submission 


vision 


occasion 


permission 


division 


mansion 


mission 


cohesion 


session 


admission 


excursion 
cial as in special 


pension 


especial 


judicial 


beneficial 


social 


commercial 


provincial 


official 


artificial 





74 



PROGRESSIVE ROAD TO READING 



cum as in musician 



mathematician 


electrician 


magician 


arithmetician 


physician 




optician 


politician 
dent as in ancient 




anciently 


efficient 


deficient 


sufficient 


proficient 
cious as in suspicions 




vicious 


precious 


officious 


ferocious 


spacious 


judicious 


avaricious 


delicious 


conscious 


capacious 


luscious 




gracious 


sagacious 





V. Ninth and Tenth Weeks. 
Terminal phonograms. 



cle as in 
ten as in 


icicle 
listen 


tie as in castle 
cms as in famous 




cle as in icicle 






obstacle 
pinnacle 
tentacle 


spectacle 

particle 

article 


- 


treacle 
vehicle 
barnacle 
binnacle 




ten as in listen 


i 




glisten 

fasten 

moisten 


often 

soften 

chasten 




hasten. 



PHONETIC DEVELOPMENT AND DRILL 



75 





tie as in castle 




nestle 


jostle 


thistle 


bustle 


whistle 




hustle 


wrestle 

ous as in famous 




tremulous 


nervous 


mutinous 


barbarous 


prosperous 


courageous 


boisterous 


ravenous 


various 


clamorous 


generous 


pompous 


grievous 


miraculous 


riotous 


jealous 


monstrous 


ruinous 


curious 


furious 


previous 


illustrious 


murderous 





VI. Eleventh and Twelfth Weeks 



ive as in restive 

He as in fertile 

ine as in engine 



agile 
docile 



ive as in restive 



active 


illustrative 


negative 


motive 


native 


plaintive 


passive 


positive 


inquisitive 


explosive 


He as in fertile 





mobile 
mercantile 



prehensile 



76 



PROGRESSIVE ROAD TO READING 





me as in engine 


masculine 


heroine 


feminine 


vaseline 


genuine 


glycerine 



iodine 



(b) Consonantal values. 





gu as in guard 






gue as in rogue 






ch as in ache 






gu as in guard 




guess 


guilt 


guile 


guardian 


guild 


guinea 


guest 


guide 


guitar 


guilty 


guidance 
gue as in rogue 




plague 


league 


fatigue 


brogue 


dialogue 
ch as in ache 




monarch 


chorus 


scheme 


monarchy 


anchor 


scholar 


architect 


orchestra 


chromo 


mechanic 


chasm 


chemist 


chord 


schooner 


school 



PHONETIC DEVELOPMENT AND DRILL 
VII. Thirteenth and Fourteenth Weeks. 



77 



Terminal phonograms. 






ance as in attendance 


ince as in since 


ence as in confidence 


aim 


as in palm 




ance as in attendance 




circumstance 


temperance 




performance 


distance 


nuisance 




acquaintance 


assistance 


balance 




alliance 


elegance 


acceptance 




allowance 


admittance 


resistance 




appearance 


abundance 


continuance 






endurance 


entrance 








ence as in confidence 




patience 


convenience 




existence 


innocence 


impudence 




commence 


excellence 


absence 




defence 


difference 


independence 
ince as in since 






prince 


convince 




quince 


princes 


mince 




wince 


princess 


princely 






princesses 


princedom 
aim as in palm 






calm 


balm 




qualm 


calmness 


balmy 




qualmy 


calmly 


psalm 







78 



PROGRESSIVE ROAD TO READING 



VIII. Fifteenth and Sixteenth Weeks. 



(a) Terminal phonograms. 



ble as in lovable 
fy as in notify 



ly as in rely 
ign as in sign 



f 



ble as in lovable 



breakable 
presentable 
creditable 
miserable 


comfortable 
obtainable 
respectable 
seasonable 

fy as in notify 


reasonable 
suitable 


satisfy 
signify ' 
testify 
purify 


amplify 
qualify 
pacify 
mortif 

ly as in rely 


magnify 
modify 


ply 

reply 
supply 


ally 
sly 

% 
ign as in sign 


apply 

comply 

imply 



consign 



design resign 



assign 



PHONETIC DEVELOPMENT AND DRILL 



79 



Second Year, Second Half 

The work in this grade is chiefly review. The new work 
consists in taking up exceptions to the phonetic key which 
occur in words commonly used. 

I. Daily review drill on lists of miscellaneous words con- 
taining phonograms of phonetic elements which have been 
taught in former grades. 

II. Daily review drill on contrasting lists showing the 
effect of ed on the final letter; as dropped, fitted; received, 
created, etc. 



i& 



ed 



stop 


stopped 


bat 


batted 


step 


stepped 


mat 


matted 


drop 


dropped 


fit 


fitted 


rap 


rapped 


pad 


padded 



compel 



compelled 



allot 



allotted 



scream 


screamed 


dream 


dreamed 


raise 


raised 


face 


faced 


love 


loved 


endure 


endured 


practice 


practiced 



trust 


trusted 


twist 


twisted 


hate 


hated 


flute 


fluted 


plate 


plated 


acquaint 


acquainted 


accept 


accepted 



80 



PROGRESSIVE ROAD TO READING 



III. Additional terminal phonograms, as e.g. 

ial as in cordial ion as in million 

iel as in spaniel iar as in familiar 

ier as in glazier 



%or as m senior 



ial as in cordial 



hosier 

clothier 

brazier 



genial 
jovial 
menial 


filial 

celestial 

bestial 

iel as in spaniel 
Daniel Nathaniel 

ior as in senior 


trivial 


behavior 


warrior seignior 
ion as in million 


savior 


onion 
opinion 
billion 
trillion 


champion 
companion 
union 
battalion 

iar as in familiar 


bullion 
dominion 


peculiar 
peculiarly 


familiarly 
poniard 

ier as in glazier 


laniard 
Spaniard 



pannier 

crosier 

grazier 



glacier 



PHONETIC DEVELOPMENT AND DRILL 



81 



IV. Make lists showing the effect of adding the suffixes 
ing, er, tfd, est, ly, to words ending in y. 



Primitive 








Word 


ing 


er 


fid 


shy 


shying 




shied 


fry 


— ing 




fried 


try 


— ing 




fried 


ply 


— ing 




plied 


dry 


— ing 


drier 


dried 


carry 


— ing 


— ier 


— ied 


pretty 




— ier 




hungry 




— ier 




lucky 




— ier 




stay 


— ing 


— er 


— ed 
staid 


play 


— ing 




— ed 


lay 


— ing 




layedj 
laid 


say 


— ing 




said 


pay 


— ing 


— er 


payed 
paid 


satisfy 


— ing 


— ier 


— ied 


signify 


— ing 


— ier 


— ied 


testify 


— ing 


— ier 


— ied 


purify 


— ing 


— ier 


— ied 


amplify 


— ing 


— ier 


— ied 


qualify 


— ing 


— ier 


— ied 


pacify 


— ing 


— ier 


— ied 


mortify 


— ing 


— ier 


— ied 



est 



driest 



ly 

shyly 



f dryly 
[drily 



iest prettily 
iest — ily 
iest — ily 



— iest 

— iest 

— iest 

— iest 

— iest 

— iest 

— iest 

— iest 



82 



PROGRESSIVE ROAD TO READING 



magnify 


— ing 


— ier 


— ied 


— iest 


modify 


— ing 


— ier 


— ied 


— iest 


ply 


— ing 


— ier 


— ied 


— iest 


reply 


— ing 


— ier 


— ied 


— iest 


supply 


— ing 


— ier 


— ied 


— iest 


ally 


— ing 




— ied 


— iest 


sly 




slyer 




f slyest 




slier 




[sliest 


% 


— ing 


— ier 





— iest 


apply 


— ing 




— ied 


— iest 


comply 


— ing 




— ied 


— iest 


imply 


— ing 




— ied 


— iest 



slyly 
slily 



V. Here set the pupils to generalizing in a further drill 
on derivatives obtained by the addition of the other suffixes 
taken in former grades. Let no rule be set. Call for 
search of the text for illustrative words and then systematize 
on the blackboard. It is the making of a list, and not the 
list made, that energizes. Use the dictionary and learn the 
facts. Rules will take care of themselves. 

VI. Whenever exceptional phonetic difficulties appear, 
give a blackboard drill, showing ordinary value of the pho- 
netic element involved, and at the same time noting the 
exception; as — 

please pleasant 
peas peasant 

road broad 

This entire subdivision is merely a " suggested Phonetic 
Drill for the Grades " to illustrate the working of the 
method. 



CHAPTER III 

WRITTEN LANGUAGE — OUTLINE 

PART I: WORDS — SPELLING 

A. First Year, First Half. 
I. Visualizing and Writing Words. 

(a) The word written and pronounced by the teacher. 

(b) The word written from memory by the children. 

II. Writing Words built from Basal Phonograms. 

B. First Year, Second Half. 

I. Writing Words built from Basal Phonograms (continued). 
II. Writing Sets of Phonetic Words from Dictation. 

(a) Sets with triple blend, varying the initial consonant, 

(b) Sets with triple blend, varying the vowel. 

C. Second Year, First Half. 

I. Visualizing and Writing Unphonetic Words. 
II. Writing Words built from Basal Phonograms (continued). 

III. Writing Sets of Phonetic Words from Dictation (continued) 

IV. Formal Spelling Begun. 

D. Second Year,. Second Half. 

I. Writing Unphonetic Words (continued). 
II. Writing in Groups Words built from Phonograms. 

III. Writing Sets of Phonetic Words from Dictation (continued) 

IV. Formal Spelling. 

(a) Suffixes and prefixes. 

(b) Doubling the final consonant. 

(c) Y changing to i. 

84 



CHAPTER III 
PART I: WORDS — SPELLING 

First Year, First Half 

I. Visualizing and Writing Words. 

The recognition of script forms and the writing of a word 
constitute the first step in the mastering of written language. 
The object of this work is to train the eye, and to teach the 
mechanical side of writing. The words to be visualized 
are those that have become a part of the child's oral vocab- 
ulary through the story telling. 

A good material for the children to use in these first writing 
exercises is unruled manila 12 X 15, folded the long way into 
something less than inch spaces. After the first three weeks 
lines maybe used as a guide to the proper height of the letters. 
Before this the lines tend to confuse the child. 

(a) The word presented. — The teacher writes on the black- 
board the word it. She then pronounces the word, and 
having given the children an opportunity to look at it, 
erases it, and again pronounces the word slowly. 

(b) Writing from memory. — She then allows the class to 
write. Not all the children will write the word correctly. 
The teacher again writes the word on the blackboard, the 
children writing after she has erased the word. She repeats 
the process until the class is able to write it correctly. 

85 



86 PROGRESSIVE ROAD TO READING 

List for First Five Weeks 
First week — it Fourth week — eat 

Second week — no, on Fifth week — will 

Third week — me, so 

II. Writing Words built from Basal Phonograms. 

The object of this work is not only to teach the children to 
write from dictation words which have been previously 
visualized but to teach them to recognize by ear single and 
double consonants and phonograms in dictation. This 
greatly strengthens the work in phonetics. 

Up to this point the child has been taught to say and to 
write what he sees ; now he is to be taught to write what he 
hears. The recognition of consonants and vowels has 
heretofore been chiefly visual, and the expression of that 
recognition largely oral. In the writing of words from dicta- 
tion the recognition is auditory and the expression manual. 

The first step is the teaching of the single and the double 
consonants, as in the words bit, fit; fly, cry; etc. This 
work is taken up at the same time the blend is taught. 

To teach the consonant b, write the word bit on the black- 
board and pronounce it slowly. The word it is taken from 
the vocabulary of the first story. Draw the attention of the 
class to the fact that the word consists of two parts, b and it. 
Erase the word and pronounce slowly. Let the children 
write. Finally, have the b and the it written from dictation 
alone. 

Change the initial consonant and develop the exercise 
gradually into the writing of words from pure dictation as 
each new consonant is learned. 



PART I: WORDS — SPELLING 87 

Suggestive List for Sixth to Twentieth Week 

it mitt, bit, lit, wit, sit, pit, fit, hit, chit, whit, slit, flit, twit, 

spit 
ill mill, bill, till, rill, will, sill, pill, dill, fill, gill, hill, still, chill, 

frill, grill, trill, kill, spill, swill, drill 
an man, ban, can, tan, ran, pan, van, bran, than, clan, span 
my by, shy, sty, dry, fry, try, ply, why, sly, fly, pry, thy, cry, 

spy 

all ball, call, tall, hall 
at mat, bat, cat, rat, sat, pat, fat, hat, chat, plat, scat, slat, 

flat, brat, that, spat 
eat meat, beat, seat, peat, heat, neat, cheat, treat, pleat, 

wheat, bleat, cleat 
he me, be, we, she, the, bee, wee, see, free, tree, flee, thee 
bake make, cake, take, rake, lake, wake, sake, fake, shake, 
stake, drake, slake, flake, brake, snake, spake 
old mold, bold, cold, told, sold, fold, gold, hold 
sing ring, wing, sting, thing, sling, fling, bring, king, cling, swing 
ever lever, sever, never, clever 
went bent, tent, rent, lent, sent, pent, dent, spent 

in bin, tin, win, sin, pin, din, fin, shin, chin, grin, thin, twin, 
kin, spin 
am ram, Sam, ham, sham, dram, gram, tram, slam, cram, 

clam, swam 
up cup, sup, pup, scup 
and band, land, sand, hand, stand, grand, brand, bland 
other mother, brother, smother, another 

right might, bight, tight, right, light, wight, sight, fight, hight, 
night, fright, plight, slight, flight, bright, blight 
ear tear, rear, sear, dear, fear, gear, hear, near, shear, drear, 
blear, clear, spear 



88 PROGRESSIVE ROAD TO READING 

each beach, teach, reach, leach, peach, breach, preach, bleach 
out bout, rout, pout, gout, shout, stout, trout, flout, clout, 
snout, spout 
found mound, bound, round, wound, sound, pound, found, 
hound, ground 
say may, bay, ray, lay, way, say, pay, day, fay, gay, hay, nay, 
stay, dray, fray, gray, tray, play, slay, flay, bray, pray, 
clay, sway 

Note. — When the children have learned a certain consonant 
and can write it in words from dictation, it is not necessary to 
visualize that consonant when using it in connection with a new 
phonogram. For instance, about the tenth week the word all is 
built upon. The children have been taught all the consonants to 
be used. In this case it is necessary to visualize only the phono- 
gram. But if ing is the phonogram to be built upon, a word, as 
sing, must be visualized, and the children allowed to separate for 
themselves the phonogram and the initial consonant. 

In review, the teacher may fill out the foregoing groups of 
words as the consonants are reached. 



First Year, Second Half 

In the second half of the first year the work in written 
language is continued as in the preceding grade. 

I. Writing Words built from Basal Phonograms. 

Suggestive List 

in bin, tin, win, sin, pin, din, fin, shin, chin, grin, thin, twin, 
kin, spin 



PART I: WORDS — SPELLING 89 

am ram, Sam, ham, sham, dram, gram, tram, slam, cram, 

clam, swam, jam, yam 
up cup, sup, pup 
and band, land, sand, hand, stand, grand, brand, bland 
other mother, brother, smother, another 

right might, tight, light, wight, sight, fight, night, fright, plight, 
slight, flight, bright, blight 
ear tear, rear, sear, dear, fear, gear, hear, near, shear, drear, 
blear, clear, spear, year 
each beach, teach, reach, leach, peach, breach, preach, bleach 
out rout, pout, gout, shout, stout, trout, flout, clout, snout, 
spout, bout, about 
found mound, bound, round, sound, pound, hound, ground 
say may, bay, ray, lay, way, pay, day, fay, gay, hay, nay, stay, 
dray, fray, gray, tray, play, slay, flay, bray, pray, clay, 
sway 

II. Writing Sets of Phonetic Words from Dictation. 

The object of this exercise is to secure manual expression 
for the auditory recognition of long and short vowels ; that 
is, to have children learn to write any phonetic word from 
dictation. 

The new work consists in the presentation of vowel values 
in writing sets of phonetic words from dictation : 

First, with triple blend, long and short vowels, and vary- 
ing the initial consonant; as lime, time, dime; net, set, pet. 

Second, with triple blend, varying the vowels; as bag, big, 
beg, bog, bug; luck, lack, lock, lick; pane, pine; tone, 
tune. 

The first part of this presentation of vowel values for 



90 PROGRESSIVE ROAD TO READING 

auditory recognition should begin with the first month of the 
second term. 

The second part, for the further fixing of the vowels, 
should begin with the second month of the second half of the 
first year, when children can write from dictation most of the 
single and double consonants. 

The first word in each set is visualized, the others are 
dictated. 

Suggestive Lists under the First Head 

Long Vowels 

mime, time, rime, lime, dime, chime, grime, slime, prime, crime, 

clime 
mine, tine, line, wine, pine, dine, fine, nine, shine, chine, whine, 

vine, twine, brine, kine, thine, spine, swine 
came, tame, lame, same, dame, fame, game, hame, name, shame, 

frame, flame, blame 
make, bake, cake, take, rake, lake, wake, sake, fake, hake, shake, 

stake, drake, slake, flake, brake, crake, snake, spake 
mote, cote, rote, dote, note, vote 
mew, pew, dew, few, hew, new, stew, chew, drew, grew, thew, 

slew, flew, brew, blew, crew, clew 

Short Vowels 

mat, bat, cat, rat, sat, pat, fat, hat, Mat, chat, plat, vat, scat, slat, 

flat, brat, that, spat 
men, Ben, ten, wen, pen, den, fen, hen, when, ken, then, glen 
tip, rip, lip, sip, dip, hip, nip, ship, chip, drip, grip, trip, whip, 

slip, flip, clip, snip 



PART I: WORDS — SPELLING 



91 



cot, tot, rot, lot, wot, sot, pot, dot, got, hot, not, shot, trot, plot, 

Scot, slot, blot, clot, spot 
but, cut, tut, rut, gut, hut, nut, shut 
met, bet, let, wet, set, pet, get, net, fret 



Suggestive Lists under the Second Head 

Long Voivels 



a 


e 


i 





u 


same 


seem 








lame 




lime 


loam 


loom 


tame 


teem 


time 


tome 


tomb 


tale 


teel 


tile 


tole 


tool 


mate 


meet 


mite 


mote 


mute 


pate 


Pete 








rate 




rite 


rote 


root 


made 


meed 




mode 


mood 


pane 




pine 


pone 




vane 




vine 






wane 


ween 


wine 






bate 


beet 


bite 




boot 


bane 


bean 




bone 


boon 


lane 


lean 


line 


lone 


loon 


male 


meal 


mile 


mole 


mule 


rail 


reel 


rile 


roll 


rule 


mane 


mean 


mine 


moan 


moon 


sane 


seen 


sign 


sown 


soon 


pale 


peel 


pile 


pole 


pool 


wade 


weed 


wide 


woad 


wooed 


whale 


wheel 


while 







92 PROGRESSIVE ROAD TO READING 



Dane 


dean 


dine 




dune 


stale 


steal 


stile 


stole 


stool 


sale 


seal 




sole 




fail 


feel 


file 


foal 


fool 


hale 


heel 




hole 




dale 


deal 


Short Vowels 


dole 




hat 




hit 


hot 


hut 


jab 




jib 


job 




sand 


send 










let 


lit 


lot 




pat 


pet 


pit 


pot 






wen 


win 




won 


ban 


Ben 


bin 




bun 






dig 


dog 


dug 


mat 


met 


mit 






bat 


bet 


bit 


bot 


but 


cat 






cot 


cut 


sat 


set 


sit 


sot 




hat 




hit 


hot 


hut 



Blackboard Drill 
(to be followed by oral and written spelling) 



pet 


Pete 


sit 


site 


rot 


rote 


bat 


bate 


ban 


bane 


hop 


hope 


fat 


fate 


spit 


spite 


lop 


lope 


hat 


hate 


bat 


bate 


mop 


mope 


mat 


mate 


fin 


fine 


bit 


bite 


pat 


pate 


tin 


tine 


kit 


kite 



PART I: WORDS — SPELLING 93 



rat 


rate 


chin 


chine 


hid 


hide 


fad 


fade 


twin 


twine 


rid 


ride 


mad 


made 


kin 


kine 


din 


dine 


nap 


nape 


ham 


hame 


pin 


pine 


tap 


tape 


win 


wine 


glad 


glade 


can 


cane 


shin 


shine 


shad 


shade 


man 


mane 


cut 


cute 


whit 


white 


pan 


pane 


pur 


pure 


spin 


spine 


dot 


dote 


cur 


cure 


trip 


tripe 


not 


note 


us 


use 


strip 


stripe 



Rule. — Silent e follows the long sound of the vowel in words 
of one syllable. 

Note. — This list should be made as full as possible, to guard 
against rote work. 

Second Year, First Half 

Formal Spelling is begun in this Grade. 

I. Visualizing and Writing Unphonetic Words. 

All unphonetic words are taught under this head. The 
following list, in addition to that given at the end of Chapter 
I under Review Work, is suggested, because in these lists 
may be found most of the little words needed in dictation 
and composition. 

of away head what seven give there eye 

then stay they gone sure you one been 

said show how brought two who her whose 

says pretty know could four here come does 



94 PROGRESSIVE ROAD TO READING 

bread grew talk walk laugh read some once 

when road always again both eight do every 

are for buy work many off would very 

them live chair other six shall one were 

these don't floor put five any his have 

II. Writing Words built from Basal Phonograms. 

Group-words, as voice, choice, are taught under this head. 
Do not teach any word that the children would not be 
likely to use. 

III. Writing Sets of Phonetic Words from Dictation. 

Partial Plan of Work 

(with drills on long and short vowels) 

The children are able to write from dictation all simple 
words of the triple blend, as cut and beg. 

The work of this grade will include those words beginning 
or ending with double consonants. 



brag 


brig 




clap 


clip 




crab 


crib 




dram 


drum 




drip 


drop 




flat 


flit 




flip 


flap 


flop 


gram 


grim 


grum 


lash 


lush 





PART I: WORDS — SPELLING 95 



mask 


musk 




shad 


shed 


shod 


slam 


slim 


slum 


slat 


slit 


slot 


snip 


snap 




step 


stop 




trap 


trip 





IV. Formal Spelling Begun. 

List of Terminations — ing, er, ed, y, less, ness, est, Jul, 
ish, ly. 

Dictate a word that admits of the addition of a termina- 
tion without a change in the vowel value of the primitive 
word, as " clear." Then dictate clearing, clearer, clearest 
If a mistake is made, correct by means of visualization. 



Second Year, Second Half 

The work continues along the lines laid down in the first 
half of the second year. 

I. Writing Unphonetic Words. 

This list the teacher will supply. It is suggested that it be 
made up from the familiar words contained in the vocabula- 
ries of the second half of the first year. 

II. Writing in Groups Words built from Phonograms. 

Group words are taught wherever necessary. 



96 PROGRESSIVE ROAD TO READING 

III. Writing Sets of Phonetic Words from Dictation. 

These drills will contain those words that begin and end 
with double and triple consonants. Then syllabic termina- 
tions may be used. Drills on long and short vowels are 
continued. 



brush 


brash 


crush 


crash 


clamp 


clump 


crept 




flesh 


flash 


fresh 




graft 




scamp 


skimp 


scrap 


scrip 


scrape 




scratch 




scrub 


scribe 


shift 


shaft 


shrive 


shrove 


slump 




slush 


slash 


string 


strung 


thump 




tramp 


trump 


trash 




thresh 


thrash 


thrust 





flush 



script 



strong 



thrush 



This list should be made as full as possible. 



PART I: WORDS — SPELLING 97 

IV. Formal Spelling. 

Suffixes-/^ ment, ance. 

Prefixes — sub, ab, ap, in, ex, en, ac, un, ob, con, com. 

Spelling Lesson 
(showing the use of suffixes and prefixes) 

The word joy is visualized ; all others are dictated. 

joy joyfully annoying 

enjoy boy annoyed 

enjoyed boyish royal 

enjoying boyishly royalty 

enjoyment annoy royally 

joyful annoyance royalist 

Note. — Careful pronunciation is necessary in this exercise. 

Doubling the Final Consonant 

cap capped capping 

rot rotted rotting 

flat flatten flattest 

sham shamming shammed 

big bigger biggest 

hot hotter hottest 

Follow the blackboard drill with oral and written spelling. 

Y Changing to I 

Y changes to i when es, er, est, ed is added to the word, 
cry cries crier 

crazy crazier craziest 



98 PROGRESSIVE ROAD TO READING 



holy 


holier 


holiest 


funny 


funnier 


funniest 


happy 


happier 


happiest 


modify 


modifier 


modified 



Follow the blackboard drill with oral and written spelling. 
These lists can easily be amplified according to need. 



CHAPTER IV 
WRITTEN LANGUAGE — OUTLINE 

PART II: SENTENCES 
I. Writing Visualized Sentences. 

(a) First Year ; First half. 
(6) First Year, Second half. 

(c) Second Year, First half. 

(d) Second Year, Second half. 

II. Writing Dictated Sentences. 

(a) New work in punctuation. 

III. Written Reproduction of Simple Stories. 

IV. Formal Composition. 



100 



CHAPTER IV 

WRITTEN LANGUAGE 

I. Writing Visualized Sentences. 

The writing of visualized sentences should begin in the 
fifth month of the first term. The material for the work is 
to be taken from the reading matter. 

As to punctuation, lay main stress on the capital at the 
beginning of a sentence and the period at the end. 

First Year, First Half 

1. Once there was a Rat. He was a fat black Rat. He lived 
in the King's house. 

2. One day Black Rat met the King in the kitchen. 

3. "Please, King, give me something to eat/' said Black Rat. 

4. " No, I will not," said the King. " You steal." 

5. But Black Rat would not go away. So the King called 
Big Cat. 

6. " There is a Rat in the kitchen, Big Cat. Go and eat him 
up," said the King.' 

7. But Black Rat ran away. He was afraid of Big Cat. 

8. Once there was a little Mouse. She lived with her mother 
in a big house. One day the mice were in the cellar. 

9. Little Mouse said, "I see some cheese." "It is a trap," 
said the mother. The cheese smelt good. 

101 



102 PROGRESSIVE ROAD TO READING 

10. The little Mouse took a bit. Snap went the trap. The 
little Mouse was held fast in it. 

11. "My little Mouse is in a trap/' said the mother. Big Cat 
said, "I shall eat her up." And she did. 

First Year, Second Half 

1. "The sun is shining/' said Little Lark. 

2. "I will fly away to the King, and sing him a song/' 

3. On the w^ay he met Brown Fox. "Where are you going, 
Little Lark ?" asked Brown Fox. 

4. "I am going to the King, to sing him a song," said the little 
Lark. Brown Fox said, "I will go with you, Little Lark." 

5. Little Lark said, "No, you would only eat me up." So 
Little Lark flew away till he came to the King's house. 

6. Once a Hen found a bag of flour. She could not carry it 
home. So she asked the Duck to help her. The Duck said, " No." 

7. So the Hen went to the Turkey. "Please help me to carry 
home the bag," said the Hen. "No, I will not," said the Turkey. 
So the Hen carried it home herself. 

8. The Hen could not bake the bread herself. She asked the 
Duck to help her. The Duck said, " No." 

Then the Hen went to the Turkey. "Please help me to bake 
my bread," said the Hen. 

9. The Turkey said, "No, I will not." So the Hen asked the 
Goose to help her. But the Goose said, "No.". 

10. Then the Hen baked the bread herself. When the Duck, 
the Turkey, and the Goose saw the bread, they said, "Give us 
some." " No," said the Hen, " I shall eat it myself." 



WRITTEN LANGUAGE 103 

Second Year, First Half 

1. Once upon a time there were three Bears. 

2. One was a Big Bear. One was a Middling Bear. One was 
a Little Bear. 

3. These, Bears lived in a little house in the woods. In the 
Bears' kitchen there were three bowls. 

4. In the Bears' parlor there were three chairs. In the bed- 
room there were three beds. 

5. One day the Bears went out for a walk. While the Bears 
were gone, a little old woman came along. She knocked at the 
door. 

6. Nobody said, "Come in," so she knocked again. 

7. Nobody said, "Come in." The little old woman opened 
the door and went in. 

8. And this is what she did. First she ate the soup in the Little 
Bear's bowl. 

9. Then she went into the parlor. She sat down in the Little 
Bear's chair, and broke it to pieces. 

10. Then she went into the bedroom. She lay down on the 
Little Bear's bed, and fell fast asleep. 

11. By and by the Bears came home. They went into the 
kitchen. "My soup is all gone," said Little Bear. 

12. They went into the parlor. "My chair is all broken," said 
Little Bear. 

13. "Somebody is in the house," said Big Bear. "We will go 
and see." 

14. They went into the bedroom. "Here she is in my bed," 
said Little Bear. 

15. "Let's hang her," said Big Bear. "Let's drown her," said 
Middling Bear. 



104 PROGRESSIVE ROAD TO READING 

16. "Let's throw her out of the window/' said Little Bear. 
" Gr ! Gr ! Gr I" said all the Bears. 

17. This woke up the little old woman, and she jumped out of 
the window, and never went back to the woods again. 



Second Year, Second Half 

1. A man once had a Cat who was very bad. So one day he 
put the Cat into a bag. He carried the bag into the forest and left 
it there. 

2. "Here I am in this forest," said the Cat. "I will build my- 
self a little house." So the Cat built a little house and lived there 
very happily. 

3. One day when he was out walking he met a Fox. The Fox 
had never seen a Cat. "Who are you ?" said the Fox. 

4. " I am the lord of this forest," said the Cat. The Fox bowed 
low. 

5. "You are very beautiful," said the Fox. "Let me be your 
servant." "Very well," said the Cat. "I will stay at home. You 
go and bring me a good dinner." 

6. Away went the Fox. On the way he met a Wolf and a Bear. 
" How do you do ? " said the Wolf. " I have not seen you for a long 
time." 

7. "I have been working," said the Fox. "Who is your 
master ?" asked the Wolf. "My master is the lord of this forest," 
said the Fox. 

8. "Tell your master I will come to see him," said the Wolf. 
"I will come too," said the Bear. 

9. "Very well," said the Fox. "But when you come, be sure 
to bring a sheep or a goat. If you do not, my master will eat you 
up." 



WRITTEN LANGUAGE 105 

10. The Wolf promised to bring a sheep. The Bear promised 
to bring a goat. The Fox ran home to his master. 

11. That night the Wolf caught a goat. The Bear caught a 
sheep. They carried them to the Cat's house. 

12. They knocked at the door. The Cat came to the door. 
"Is this my dinner ?" said the Cat. "This is not enough." 

13. "I am the lord of this forest. Bring me dinner every day, 
or I will eat you up." 

14. The Wolf and the Bear promised, and ran away as fast as 
they could. They were very much afraid. 

15. That night the Bear and the Wolf told the story to all the 
other animals of the forest. 

16. They were all very much afraid. But the Cat and the Fox 
were happy. They had plenty to eat. 

II. Writing of Dictated Sentences. 

The writing of dictated sentences is to begin in the third 
month of the first year, second half. 

The material is to be taken from the reading matter. 

Writing visualized sentences has given practice in the use 
of a capital at the beginning and a period at the end of a 
sentence. 

(a) For new work in punctuation take up : 

1. Capital for proper names. 

2. Quotation marks. 

3. Capital for the first word of a quotation. 

4. Comma. 

To teach the use of quotation marks, the following method 
may prove suggestive. 



106 PROGRESSIVE ROAD TO READING 

FIRST STEP 

The teacher writes on the blackboard the sentence, The 
sun is shining said Little Lark. She then asks questions to 
determine the placing of the quotation marks : 

What did Little Lark say ? 

What is the first word he said ? 

What is the last word he said ? 

The teacher places the quotation marks thus, " The sun is 
shining " said Little Lark. 

Now she proceeds to the placing of the comma. What 
part of the sentence was not said by Little Lark? The 
teacher underlines said Little Lark. Then she asks several 
children to state what Little Lark did say. The teacher then 
states that the part spoken is always separated from the rest 
by a comma; thus, " The sun is shining" said Little Lark. 

The exercise may be varied by reversing the order of the 
clauses ; as, Little Lark said, u The sun is shining" 

SECOND STEP 

The teacher gives the clauses one at a time ; for instance, 
The man said, — It is a fine day, — and the children are 
required to answer these questions : 

What did the man say ? 

What is the first word he said ? 

What is the last word he said ? 

Where will you place the quotation marks ? 

Where will you place the comma ? 



WRITTEN LANGUAGE 107 

This drill is absolutely necessary in the case of the third 
group, and it is well to make sure of the first and second 
groups also. 

THIRD STEP 

When the children can go through the above drill fairly 
well ; begin to dictate sentences. All mistakes in each sen- 
tence should be corrected before further dictation. 

III. Written Reproduction of Simple Stories. 

At the end of the first term the children should begin to 
reproduce simple stories as seat work. This should be en- 
tirely free, but should be criticized by the teacher in punctua- 
tion and capitalization. 

IV. Formal Composition. 

Formal composition should begin in the third month of 
the second year. Success in composition depends largely 
upon the teacher's method in the oral development of the 
thought to be expressed in writing. 

Naturally, variety of expression will arise, and should be 
encouraged, but the main thing is to have the child see a 
topical analysis grow on the blackboard as the oral work of 
the class progresses. The necessary vocabulary should be 
developed on the blackboard at the same time. 



CHAPTER V 
OUTLINE 

SEAT WORK 

I. First Year, First Half. 

(a) Handwork. 
(6) Silent reading. 

(c) Writing — visualizing sentences. 

(d) Number : counting, addition, subtraction. 

II. First Year, Second Half. 

(a) Hand work. 

(b) Silent reading. 

(c) Writing — free reproduction. 

(d) Number: notation. 

III. Second Year, First Half. 

(a) Hand work. 

(b) Silent reading. 

(c) Writing — formal spelling by copy — stories. 

(d) Number: problems. 

IV. Second Year, Second Half. 

(a) Hand work. 

(b) Silent reading. 

(c) Writing — formal spelling by copy — stories. 

(d) Number — measurements — multiplication tables. 

V. General Statement. 

108 



CHAPTER V 

SEAT WORK 

I. First Year, First Half. 

If the class is taught in groups, as is recommended, the 
teacher will have to provide for profitable seat work. 

For the first month or two the various forms of hand work, 
such as weaving, sewing, raffia and bead work, will pre- 
dominate. Gradually, however, the silent reading of the 
supplementary stories, the exercises in writing, and the study 
of number will take the place of much of the manual training. 

At the end of two months it will be found that only the 
hand work regularly prescribed in the course of study will be 
necessary. The written reproduction of simple stories may 
begin at the end of the first term. 

Particular attention is called to the fact that if the number 
work is carefully arranged for silent study, the pupils will 
make surer and more rapid progress than if all the time spent 
in number had been used in oral recitation. 

Before the teacher can begin work in number, a child must 
have a conception of number. No one can give a child his 
notion of number ; he must get it for himself. 

However, he may be helped to acquire it, and to that end 
the seat work in number must be carefully arranged. For a 
while he must work with objects. Blocks are better than 

109 



110 



PROGRESSIVE ROAD TO READING 



anything else, because they are easily seen, easily handled, 
and not easily lost. Moreover, if the child has had kinder- 
garten training, he will be familiar with blocks. 

The child needs to round out his conception of number by 
having the same facts presented in many different forms. 
Exercises in counting should be given every day. 

II. First Year, Second Half. 

By the middle of the second term the first and the second 
sections will be able to read well. Then the teacher takes 
several large sheets of oak tag, and writes on each as many 
numbers as it will hold ; thus, 

six • 

eight 

fourteen 

forty-six 

twenty-three 

On another sheet is written the hundreds, one hundred on 
one sheet, two hundred on another, etc. 

The hundreds' sheet is hung on the wall, and the other 
sheet beside it, in this way : 



one hundred 



forty-eight 

six 

eighty-five 

thirteen 

two 



SEAT WORK 111 

When the child has finished his work, his paper will read : 

148 
106 
185 
113 
102 

Or the teacher may place on the blackboard, 

45 

137 

106 

8 

59 

and direct the children to write the numbers in words. 

This combines silent reading of words, number, writing of 
figures, and writing of words. 

III. Second Year, First Half. 

Let the children build up words out of given elements 
already mastered. 

Children should here be encouraged to write stories. 

Simple problems may be set on chart or blackboard in 
words the children can surely read. 

Addition of like numbers and continued subtraction of 
the same number will prepare for multiplication and division. 

IV. Second Year, Second Half. 

Continue copy and free reproduction of stories. En- 
courage free writing of stories. 



NOV 25 1913 



112 PROGRESSIVE ROAD TO READING 

Build words with given initial consonants, basal phono- 
grams and terminations. 

Set columns of singulars for formulation of plurals and the 
reverse. 

In general, follow the suggestions given in the Phonetic 
Drill and Written Language. 

Let the children work with rulers, measuring their desks, 
the seats, the width of the boards that compose the flooring; 
their books, pencils, paper, etc. and make record of the 
measurements. The multiplication tables may be learned 
entirely through seat work. A weekly test will show when 
the children are ready for the next step. 

Division may be taught in the same way. 

V. General Statement. 

The wise teacher in any grade will quickly discover whether 
the seat work is really profitable, and will govern herself 
accordingly. The vital point in this whole matter is to 
make the children feel that the seat work is a serious and 
important part of the school curriculum. This will be ac- 
complished if they know that the teacher will look over the 
results of the seat work carefully. 



Helpful Books for Teachers 

* ■ 

Studies in the History of Modern Education 

By Charles Oliver Hoyt, Ph.D., Professor of the History of 
Education, State Normal College, Ypsilanti, Mich. 223 pp. $1.50. 

Recollections of a New England Educator 

By William A. Mowry, Ph.D. 294 pp. $1-50. 
The Basis of Practical Teaching 

By E. B. BRYAN, President of Franklin College, Ind. 208 pp. #1.25. 

The School and Its Life 

By Charles B. Gilbert, Lecturer on Education, "Western Re- 
serve University, formerly Superintendent St. Paul, Newark and 
Rochester. 267 pp. #1.25. 

Waymarts for Teachers 

By Sarah Louise Arnold, formerly Supervisor of Schools, 
Boston. 280 pp. $1.25. 

Plans for Busy Wort 

Prepared by the Boston Primary Teachers' Association. Edited by 
Sarah Louise Arnold. 152 pp. Illustrated. Postpaid, 50 cents. 

Systematic Methodology 

By Andrew Thomas Smith, Pd. D., Principal of the Pennsyl- 
vania State Normal SchooL 366 pp. #1.50. 

A Manual of Pedagogics 

By Daniel Putnam, A.M., Professor of Psychology and Peda- 
gogy in the Michigan State Normal School. 330 pp. #1.50. 

Studies in Pedagogy 

By Gen. Thomas J. Morgan, late United States Commissioner 
of Indian Affairs, late Principal of the Rhode Island State Normal 
School. 358 pp. #1.75. 

Foundation Studies in Literature 

By Margaret S. Mooney, Teacher of Literature and Rhetoric, 
State Normal College, Albany, N. Y. 306 pp. #1.25. 

A History of American Literature 

By Fred Lewis Pattee, Professor of English and Rhetoric, 
Pennsylvania State College. 488 pp. $ 1.20. 

The Foundations of English Literature 

By Fred Lewis Pattee. 394 pp. $1.50. 

Topical Notes on American Authors 

By Lucy Tappan, formerly Teacher of English Literature, Minne- 
apolis High School. 334 pp. #1.00. 

American Writers of To-day 

By Henry C. Vedder. 336 pp. $1.50. 



Delightful Historical Stories I 



STORIES OF COLONY AND NATION 

Fascinating stories that every boy and girl will enjoy — the more because many of 
them are true — while they cannot fail to bring a better sense of what real patriotism, 
loyalty and courage mean. Charmingly illustrated, they make most attractive supple- 
mentary reading for grammar grades. 

LADS AND LASSIES OF OTHER DAYS. By Lillian L. Price, Normal and 
Training School, Newark, N. J. Illustrated. 180 pp. 54 cents. 

THE WAR FOR INDEPENDENCE. By E. T. Tomlinson. Illustrated. 185 pp. 
54 cents. 

THE WAR OF 1812. By E. T. Tomlinson. Illustrated. 200 pp. 54 cents. 



STORIES OF HEROES 

Edited by Charles B. Gilbert, formerly Superintendent of Schools at Rochester, 

N. Y. 

This new series of readers plans to teach history by gathering into separate vol- 
umes the stories of men representative of the different stages of civilization, advancing 
from the lower to the higher, and in an order analogous with the child's own develop- 
ment. Initial volumes : 

HEROES OF MYTH. By Lillian L. Price, Normal and Training School, Newark, 
N. J., and Charles B. Gilbert, formerly Superintendent of Schools, Rochester, 
N. Y. Illustrated. 50 cents. 

The stories of this volume appeal especially to the child during the early stages 
of his development, when his imagination is relatively active and he is eager to accept 
myths as mere stories. Many of the tales are drawn from poems, such as Beowulf, the 
Iliad, and the JEneid. They tell of the very beginnings of history. 

WANDERING HEROES. By Lillian L. Price, Normal and Training School, 
Newark, N. J. Illustrated. 207 pp. 50 cents. 

The heroes of these stories are selected because they are wanderers. The pastoral 
nomad is described, as Abraham, moving from place to place in search of water and 
pasture for his flocks, as well as the warlike nomad, as Attila, who roved from land to 
land from pure love of conquest. The book will satisfy the child's craving for a good 
story, and at the same time the historic value is important. 

HEROES OF CHIVALRY. By Louise Maitland. Illustrated. 50 cents. 

The age of chivalry played an important part in the development of civilization, 
and the lives of its heroes have much value in giving a true picture of that romantic 
epoch. In the stories of this volume Arthur, king of the Britons, and Charlemagne of 
France are the central figures. The volume will be one of absorbing interest to the 
schoolboy or schoolgirl of the grammar grades and upward. 

Silver, Burdett and Company, Publishers 



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